Abstract:

At the beginning of the 20th century, parents were almost completely excluded from their child's educational system. They trusted the school to teach their children and shape their behavior, and there was almost no contact between parents and school. In the 21st century, parental involvement in the school has increased. There are several factors that can predict the degree of involvement of parents with the school: the trust that exists between the school staff and the parents, how much parents feel the trust of the school and true partnership on their part.

Over the past few years, the field of communication has undergone many changes in light of the development of technology. These changes show the impact on the communication of parents and teachers at school. New and advanced technologies enable parents and teachers to be in more available and continuous contact than in the past. As a result, parental involvement in school is also affected. Communication between parents and teachers is very important and contributes to a holistic view of the child, by providing a sense of security and creating a common language between school and home via the educators and influencers of school-age children. (Kurtz, 2014).

This study examines communication in the technological age between parents and teachers who teach high school age students who are eligible for special education services. The focus is on students with a specific learning disorder and attention deficit hyperactivity disorder. The use of technological tools raises various difficulties alongside its advantages. The secondary goal of this study is to examine the best ways of coping with the negative implications of these modes of communication.

The research question presented is, what are the characteristics of communication in the technological age between parents and teachers who teach high school age students, who are eligible for special education services? The study was conducted using the qualitative method, and ten teachers who teach in special education classes in high schools were interviewed.

The findings of the study revealed three main categories – the use of the media, the effects of the use of technological tools on the teachers, and the teachers' ways of coping with the media in the educational field. The main conclusions of the study discuss the various media tools and the main media content. The study's conclusions discuss the various advantages and disadvantages of the influence of various technological tools on teachers, including technical, professional, and personal aspects. In light of the various challenges, the study's conclusions discuss different coping methods for effective communication between teachers and parents of students in high school special education classes.

The research contribution presents the effective use of communication based on professional thinking on the part of the teacher alongside practical conclusions for daily use in the education system. The research includes in-depth fieldwork in order to understand the teachers' feelings, attitude and description of technological communication with parents in special education. Therefore, there is an emphasis on the added value of this communication as a tool for increasing optimal parental involvement and the connection between parents and teachers in the present era of technology.

Keywords:

Parent and Teacher Communication, Technology, Special Education.