The Process of Nursery School Teachers' Perception of Difficulties in Relationship to Parents of Children with Special Needs :

A Qualitative Analysis of Narratives of Teachers

Abstract

The purpose of the current study was to examine the process of nursery school teachers' perception of difficulties in relationship to parents of children with special needs. Semi-structured interviews were conducted with five public nursery school teachers. Data was analyzed using the Modified Grounded Theory Approach. The findings suggest that there were three features in the process of nursery school teachers' perception of difficulties. First, the teachers in the current study consistently have "a base of belief for children" when teachers were involved with parents. The second was a teacher's approach to parents came to "fitting of parents' thought" from "seeking an understanding for children" through "A conflict of thought between parents and teachers". However, the third feature suggests that teachers often struggled between "a base belief for children" and "fitting of parents' thought."