Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism-Reference-Cited by-同舟云学术

Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism

Published:2021-03-09 Issue: Volume: Page:1-12
ISSN:2047-3869
Container-title:International Journal of Developmental Disabilities
language:en
Short-container-title:International Journal of Developmental Disabilities

Author:

Đorđević Mirjana¹,Glumbić Nenad¹,Memisevic Haris²^ORCID,Brojčin Branislav¹,Krstov Ana¹

Affiliation:

1. Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia

2. Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Herzegovina

Funder

Ministry of Education, Science and Technological Development of the Republic of Serbia

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2021.1896962

Reference75 articles.

1. Psychological Well-Being and Coping in Mothers of Youths With Autism, Down Syndrome, orFragile X Syndrome

2. Trust and the Family–School Relationship Examination of Parent–Teacher Differences in Elementary and Secondary Grades

3. Diagnostic and Statistical Manual of Mental Disorders

4. Maternal involvement in the education of young children with autism spectrum disorders

5. Ambivalent relations: the ‘tricky footwork’ of parental involvement in school communities

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