{'fraction_non_alphanumeric': 0.021359223300970873, 'fraction_numerical': 0.001941747572815534, 'mean_word_length': 5.651612903225806, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The quality of parent–teacher relationships in inclusive preschools

ABSTRACT The parent–teacher relationship is one of the main elements of effective preschool inclusion affecting children, parent and teacher outcomes; therefore, the purpose of this study is to investigate the relationship between parents (mothers) and teachers in inclusive preschool classrooms. The data were collected from 44 mother–teacher dyads that have children with (CWD) and without disabilities (CWOD) using the Quality of Parent-Teacher Relationship Scale in the Kindergarten-Parent and Teacher Form. The results showed that the teachers’ perception on the quality of their relationships with the mothers of the CWD and CWOD did not differ significantly. Nevertheless, the mothers of CWD total score and communication scores were lower than the other group of mothers’ scores. There was also significant correlation between mother and teacher total and factor scores indicating the congruence in their belief about the quality of their relationships.