شبكة المعلومات العربية التربوية

This study aims to investigate the different types of parents’ communication with teachers and how these types effect the children’ performance on the Individualized Education Program (IEP). Forty-five children with learning difficulties were chosen randomly for the study sample. The results of this study indicate a statistically significant relation between type of communication and the children’ performance on IEP. Also, the results show a statistically significant differences in the types of communication preferred by the teachers according to the years of experience variable. Furthermore, the study finds a statistically significant relation between types of communication and parents’ educational level. Finally, the study suggests providing more workshops for parents in order to raise their awareness on the importance of their communication with teachers along with facilitating and enhancing it. (Published abstract)