The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.
Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.
The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.
The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.
