Teachers' and Parents' Expectations of the Social Behavior of Preschool Children with Disabilities

Abstract

The purpose of this study was to examine the extent to which teachers and parents of preschool children with disabilities view children's competence in self-control, cooperation, and assertion skills, to identify which specific skills parents and teachers regard as critical for classroom success, and to compare views of teacher and parent subgroups. Participants were teachers and parents of preschool children with disabilities in Oklahoma. Results showed that teachers and parents view the domain of assertion skills differently. In regards to specific skills, teachers and parents rated six items and nine items, respectively, as critical. Parents of mildly-disabled and moderately-disabled children had different expectations in terms of the self-control skills domain. Lastly, the demographic characteristics of parents and teachers influenced their specific expectations of children's behavior. This research study suggests that teacher-parent collaboration, appropriate intervention programs, and effective teaching strategies are needed for preschoolers with disabilities.