Exploring communication during the personalized learning plan process in rural New Brunswick: a dual parent/teacher perspective autoethnography

Abstract

The purpose of this study was to explore my own dual parent and teacher perceptions of communication and collaboration during the Personalized Learning Plan (PLP) process for my son JJ, diagnosed with autism spectrum disorder (ASD) who attends an elementary school in rural New Brunswick. Background information on ASD, early intervention, learning plans, and effective parent-teacher communication was provided to readers. Autoethnography was used as my methodology. Labelling theory, cultural capital theory and situation perception were used as a framework to complete a reflexive analysis of self-interview questions and journal entries to determine what enhancements can be made to communication and collaboration during the PLP process in New Brunswick. Three themes emerged from the coding process, which included the importance of identity; we are too passive about communication, and we need more support. Implications and recommendations for the education system in New Brunswick as well as my own parenting and teaching practices were provided. A Guide to Parent-Teacher Communication was developed and provided to readers as a communication planning guide for both parents and teachers.