Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family–teacher partnerships improve children's academic performance as well as the family's quality of life. This study explores families' and teachers' co‐operative experiences of supporting learners with disabilities in special and full‐service schools in South Africa. Data were drawn from 39 individual interviews with teachers and five focus group discussions with 27 family members of learners with disabilities. The findings show both positive and negative interactive experiences regarding communication, extending learning from school to home, power dynamics and advocacy, and commitment. Consideration of these aspects will contribute to improving education for learners with disabilities.

中文翻译：

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家庭与教师的伙伴关系：家庭和老师一起工作以支持南非残疾学习者的经验

家庭和老师的伙伴关系在残疾学习者的教育中可以发挥重要作用。1996年的《南非学校法》规定，无论孩子是否有残疾，家庭都应在学校管理机构中发挥关键作用。国内外研究表明，牢固的家庭与教师合作关系可改善儿童的学习成绩以及家庭生活质量。这项研究探索了家庭和教师在南非特殊和全方位服务学校中为残疾学习者提供支持的合作经验。数据来自对教师的39次个人访谈以及对27位残疾学习者家庭成员的五次焦点小组讨论。调查结果表明，在交流，从学校到家庭的学习，权力动态和倡导以及承诺方面，存在积极和消极的互动体验。考虑这些方面将有助于改善对残疾学习者的教育。