Parents and schools: commentary on “Identifying child, parent, and school correlates of stress among parents of children with intellectual and developmental disabilities” (Burke, Rios, & Aleman-Tovar, 2020)
2020
Schools are central to the life of students and to their parents, and this is so whether or
not the child has a disability (Mann, Moni, & Cuskelly, 2016). Burke, Rios, and
Aleman-Tovar (2020) are right to argue that more attention should be paid to the
parent–school relationship as it has the potential to add to or ameliorate the stressors
often associated with having a child with a disability (e.g., Patton, Ware, McPherson,
Emerson, & Lennox, 2018). While some research on the roles of schools as supports or
stressors, or both, of families has been conducted, there is a relatively little that has
focused on parents of a child with a disability.
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