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Parental Perception Of Participation In Special Education
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Book Synopsis Parental Perception of Participation in Special Education by : Shelley Kathleen Krach
Download or read book Parental Perception of Participation in Special Education written by Shelley Kathleen Krach and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child's educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children's education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.
Book Synopsis The Perceptions of Parents of Students with Disabilities Towards the IEP Meeting by : Brian James
Download or read book The Perceptions of Parents of Students with Disabilities Towards the IEP Meeting written by Brian James and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite federal legislation mandating parental participation in the design and delivery of special education services for children with disabilities, parents report feeling marginalized by educators as they are not treated as equal members of the educational teams of their children. As a result, a child's Individualized Education Plan (IEP) is a common source of conflict in special education. This study sought to determine factors which may shape parental perceptions of their interactions with educators during the IEP meeting including the disability classification, academic placement, grade level, and size of school district of the child. Through the use of a survey instrument (n = 164), the study found that parents of students with the disability classification of autism and students in more restrictive academic environments enjoyed better relations with educators than did peers. Relations with educators were found to degrade over time as students progressed from elementary to secondary schools. The size of the school district provided mixed findings regarding relations with educators, as parents of students with disabilities in larger school districts enjoyed better relationships with special education teachers and paraprofessional staff. By treating parents as equals during IEP meetings, education professionals minimize feelings of frustration that can lead to conflict. When adversarial relationships are avoided, conditions are created that can lead to greater student achievement and improved outcomes. (ProQuest abstract).
Book Synopsis Parental Perceptions of Participation in the Special Education Process by : Andrew C. Williams
Download or read book Parental Perceptions of Participation in the Special Education Process written by Andrew C. Williams and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Equity in Quality of Special Education Programming by : Eileen Harmon Council
Download or read book Equity in Quality of Special Education Programming written by Eileen Harmon Council and published by . This book was released on 2009 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: With over 6 million children receiving some form of special education in the United States, and federal legislation mandating that all disabled students be provided with a free and appropriate education (FAPE) in the least restrictive environment (LRE), school districts are facing the daunting task of providing individualized services for a growing percentage of special education students. Unfortunately, it is well established in the research literature that special needs students who "belong" to racial and ethnic minority groups and/or are from low Socioeconomic Status classes have traditionally been over-represented in special education. Disturbingly, not only are minorities over-represented in special education classification, they are also under-funded. While research contends that the actual level and quality of service received by members of the above groups tend to be sub-standard to those of their white and/or higher income counterparts, parent perceptions regarding this may or may not align with this fact. This leaves the potential for a gap to exist between what objective measurements and observations uncover and what the parent holds to be true. This also raises the question of ethics in equity of information access for those with limited cultural or social capital. This qualitative study examines the perceptions parents from various demographic groups have regarding the special education services their children receive. Interviews with parents of special needs children who are from the Philadelphia and surrounding areas serve as the primary data source. Additionally, information gathered while assuming the role of observer participant in a local support group serve as a support source of data for my study. A variety of sources were used to gather data on parent perceptions for this study. The parents of twelve special needs children were interviewed for this study. Each parent was asked a series of questions regarding their experiences with their child(ren)'s special education including, but not limited to, identification of the disability; ease/difficulty of obtaining services; design of education program offering; initiation of services; IEP implementation; and goal attainment. Several characteristics of the participants were focused on to identify commonalities among participants that determine likenesses in perceptions of various aspects of interest relating to special education services. Participation/observation in a support group for parents of special needs children, in addition to the literature distributed at that session also served as data sources for this study and that led to the study findings. Survey quantitative data, and information from limited IEP review, were also contributors to the pool of data that ultimately led to the study findings and recommendations. The conduction of a focus group was planned and attempted on more than one occasion during the study period, however, the recruitment of an acceptable number of willing participants proved to be an insurmountable challenge. One major area of interest in the study included determining if the participants believed there were differences in the special education services received by different students and if so, why. Interestingly, all of the respondents answered yes and identified eleven "major contributors" to the differences. The four considered most significant by a majority of the participants include Parental Persistence, Time Availability of the parents, the Connectedness/Access to Information maintained by the parents, and belonging to a high SES. After studying the content of all of the interviews, noticeable likenesses in the characterizations of the mindset of the participants regarding special education emerged. This commonality was so strong that it led me to give this phenomenon or theoretical concept a name - Framing Mindset. Each participant, as a result of her experiences over an extended period of time with the "universe of special education" develops a certain "casting point" where the parent's attitude becomes "set" and future decisions regarding special education programming for that child follow similar thought patterns. Thus, the parent has adopted one of three "mindsets" that serve as the "framework" from which all of their educational choices are built. Finally the study looked at the question: "How does a special needs parent's current stage of grief (Denial, Anger, Bargaining, Depression, and Acceptance) relating to having a son or daughter with a long term, often lifelong disability, influence the perception of the variables (quality, appropriateness, timeliness, comprehensiveness) comprising his or her child's educational programming?" According to the responses given by the study participants, the majority of the respondents had a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services; a small number of respondents did not have a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services; and for less than one quarter of the respondents it was not possible to determine if there was a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services. The results of this study have implications for advocacy/parent education, professional support group/facilitator training, and education policy. First, the results of this study, tell us that a large majority of the participants believe that access to information is key to determining the composition of the special education program received by their child. Knowing this, the role of the advocate can become much more critical to both newly diagnosed parents and parents who are not well connected. Second, the literature, interview participants, and support group participants affirm that seeking out and attending support groups is often one of the first things the parent of a newly diagnosed disabled child does to both obtain information and relieve stress. Unfortunately, the participants also indicated their frustrations with the formats and content of the groups - enough so that most did not return. Therefore, it is recommended to be the most helpful to parents of special needs children through the support group venue, training for the potential facilitator and a quick survey to potential attendees to assess their interest, preferred format, and needs should occur first. Finally, the implications of information from the study for education policy relate to the both the implementation of special education law and the oversight of the implementation of special education law. All of the interviewees asserted that there are differences in special education services among special needs. As a result of this remarkable finding, I recommend that changes to education policy include a provision for local oversight or "watchdogging" of the process of special education service provision; tougher sanctions be developed for districts and private schools who fail to provide appropriate services to a disabled child or are found guilty of providing inequitable services; and that parent surveys about their home district be distributed annually with the district and private school's scorecard partially based on the survey scores.
Book Synopsis Special Education Teachers' Perceptions of Parent Participation at the IEP Conference Within Inclusive Education by : Jill M. Robinson
Download or read book Special Education Teachers' Perceptions of Parent Participation at the IEP Conference Within Inclusive Education written by Jill M. Robinson and published by . This book was released on 1994 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis African American Parent Involvement in Special Education by : Pamela W. Thompson
Download or read book African American Parent Involvement in Special Education written by Pamela W. Thompson and published by . This book was released on 2014 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African American parents. As such, qualitative data were gathered and analyzed to bring to light African American parents' experiences with the special education system servicing their male children. Many of the parents in this study stated that they had experienced obstacles that prevented them from meaningful participation in the educational planning for their children as members of the IEP process. The perceived obstacles that limited their parental involvement in special education were the following: communication between parents and the IEP team members; knowledge of special education laws; parental rights and roles in the process; African American academic success and placement; and school staff understanding of African American students culture and the need for diversity. The findings of this study yield important implications for policy and practice. These changes require a paradigm shift towards inclusive educational practices that support all students in the general education setting and a renewed commitment to improving parental involvement among African American parents at both the site and district levels. Educational leaders can support this shift through providing professional development and trainings to parents and site administrators on the legal guidelines established by Public Law 94-142 (IDEA). Future research include studies which could provide the field with more information as to why inequities in special education continue to plague African American males and their families.
Book Synopsis Families, Professionals, and Exceptionality by : Ann A. Turnbull
Download or read book Families, Professionals, and Exceptionality written by Ann A. Turnbull and published by Pearson. This book was released on 2015-01-06 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: Note: This is the loose-leaf version of Families, Professionals, and Exceptionality and does not include access to the Pearson eText. To order the Pearson eText packaged with the loose-leaf version, use ISBN 0133833682. From the best-known authors in the field of family and professional collaboration–here is a practical look at how teachers and families can empower, collaborate, and advocate for children with special needs. In this book, the authors enter the lives and tell the stories of families they consider “forces for the disability cause,” and “exemplars of all that is good, decent, generous, steadfast, and optimistic.” In Families, Professionals, and Exceptionality readers see how lasting partnerships can be formed between members of families and professionals in special and general education. The authors, widely recognized authorities in the field of family and professional collaboration, present strong depictions of family systems theory, the history and current status of policy, and the principles of partnership and their application by teachers and other professionals. Included is invaluable practical advice for educators–and true ways to apply these principles on the job.
Book Synopsis A Guide for ensuring inclusion and equity in education by : UNESCO
Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Relationships Among Parents' Perceptions of Their Children's Special Education Needs, Their Beliefs about Parental Involvement, and Their Decision to Homeschool by : Mary Lee Morse
Download or read book Examining the Relationships Among Parents' Perceptions of Their Children's Special Education Needs, Their Beliefs about Parental Involvement, and Their Decision to Homeschool written by Mary Lee Morse and published by . This book was released on 2014 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school choice option of homeschooling has grown rapidly over the past two decades. An estimated 1.77 million K-12 students in the United States (3.4% of the total school-age population) were being homeschooled during the 2011-2012 school year. The purpose of this study was to gather data from homeschooling parents that would contribute to the understanding of parental involvement with school choice and of parental involvement with educational organizations. More specifically, this study determined the proportion of families in the sample (N = 333) who had children enrolled in public or private school before making the decision to homeschool and the proportion who reported homeschooling a child with special educational needs (SEN). Additionally, parents' perceptions about their participation in homeschool support groups and factors important to their decision to homeschool were explored. This quantitative study used descriptive and inferential methodologies. School choice history (whether or not the family had a child in public or private school before making the decision to homeschool) and special educational needs (SEN) status (whether or not the family reported homeschooling a child with SEN) were used as independent variables. Data analysis consisted of an examination of correlations between the independent variables and parents' perceptions of (a) homeschool support group participation, (b) opportunities for parental involvement with the homeschool support group, and (c) factors important to parents' decision to homeschool. The results of the study indicated that 50.8% of participating families had a child who attended public or private school before the family decided to homeschool. In the group of families who had a child who attended public or private before the family decided to homeschool, 60.6% of the families indicated they were currently homeschooling a child with SEN. Overall, the special educational needs of a child was rated as the least important factor in parents' decision to homeschool. However, for families who were currently homeschooling a child with SEN, this factor was significantly more important. The desire to be more involved with their children's education was rated as the most important factor in the decision to homeschool.
Book Synopsis Special Education Preschool by : Denise Ann Ludwig
Download or read book Special Education Preschool written by Denise Ann Ludwig and published by . This book was released on 2009 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine parent and early intervention professional perceptions and experiences of the legislative requirement of the parent participation and education component of Early Childhood Special Education. The study focuses on examination of reports of parent and early intervention professional experiences and analysis of child outcome data of children receiving intervention among three different service delivery models of Early Childhood Special Education. Data are collected from 24 parent and early intervention professionals, each experiencing one of three service delivery models, and record review of developmental outcomes for language, social, and motor skills for 120 children enrolled in early childhood special education programs and services. The study uses a mixed methods approach, whereby qualitative methods are used to examine perceptions and identification of components of parent participation and education for special education preschoolers. Quantitative measures are used to determine which service delivery model(s) are predictive of positive child and family outcomes. Findings reveal that five common themes emerge from participant reported experiences that are ascribed to positive family and child outcomes: parent-teacher relationships, home visits, parent to parent support, parent training, and inclusion of family members in the intervention plan. Examination of the impact of service delivery model on child outcome using ANOVAs and post hoc comparisons reveals statistically significant positive social skill outcomes for children receiving services or service combined with programs. Implications for informing practice within Early Childhood Special Education are discussed.
Book Synopsis Parent Participation in the Overall Individual Education Program Process by : Cecilia Esther Maceda Dumlao
Download or read book Parent Participation in the Overall Individual Education Program Process written by Cecilia Esther Maceda Dumlao and published by . This book was released on 1997 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parental Perceptions of Conflict Factors that Impact Trust in Special Education by : Hamirah Camille Mobley
Download or read book Parental Perceptions of Conflict Factors that Impact Trust in Special Education written by Hamirah Camille Mobley and published by . This book was released on 2019 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This purpose of this study is to gain insight of the parental perceptions of conflict factors that impact trust in the special education process. The information will be gathered to share with educators, to better understand barriers that lead to distrust in the special education process. With the research, schools could establish best practices shared through staff development to create opportunities for open dialogue about trust actions. This research is relevant, and the parents of children receiving special education services at River Rouge Elementary and High School were chosen because Michigan parents contend that the special education population is declining statewide because districts aren’t providing costly services. According to Dawsey (2017), who works for Bridge, an investigative online news site, the U.S. Department of Education declared that Michigan “needs assistance” in an annual report released on whether states are meeting the requirements under the Individuals with Disabilities Education Act. In 1975, this law required that individuals with disabilities will receive free education from ages 3 to 21. The federal report found that Michigan is one of 23 states that have not met standards for disabled students for two or more consecutive years. The perception of parents from the report believe the state is failing special need students and the parental view of trust is relevant to research questions about school trust. This study will explore eight factor that contribute to the escalation of conflict that can lead to parental distrust: discrepant view of a child or a child’s needs, knowledge, service delivery, constraints, valuation, reciprocal power, communication, and trust. The 8-Item Parent Trust Survey (PTS) will be adapted to identify trust factors aligned to Lake and Billingsley’s (2000) Analysis of Factors that Contribute to Parent-School Conflict in Special Education. This study will inform educators on the conflicts factors that impact trust, from the perspective of the parent, in order to foster stronger working relationships between home and school. Additionally, these stronger working relationships can lead to a better quality of special education services provided to children and greater engagement of parents in the education process.
Book Synopsis Examining Parents' Perceptions of the Individualized Education Program Meeting by : Christine A Sullivan
Download or read book Examining Parents' Perceptions of the Individualized Education Program Meeting written by Christine A Sullivan and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Individuals with Disabilities Education Act, most recently reauthorized in 2004, explicitly reinforces the role of parents as partners with school professionals in the education of their children with disabilities. As members of the individualized education program (IEP) team, parents participate in all decisions about their child’s educational program. Research on parents’ perceptions of their experiences in their children’s individualized education program (IEP) meetings however, documents a lack of meaningful participation and involvement in decision-making. In this study, a researcher-developed survey was utilized to investigate the perceptions of parents of children with disabilities in grades three through five. Thirty-four parents completed an online survey and were asked to rate their agreement, using a five point Likert-type scale, with a series of twelve statements about their experiences in IEP meetings. In this study, two open-ended questions provided qualitative data on parents’ descriptions of their best and worst experiences at IEP meetings. The results of this study indicate parents are not participating in decision-making about their child’s educational program. Fifty-six percent of parents disagreed with the statement that their school’s team listens and responds to the concerns the parent has about their child’s school program. In addition, fifty-nine percent of parents indicated they did not have enough time to read reports before decisions were made at IEP meetings. No significant differences in parent perceptions were found across groups of parents (including parents of boys versus girls, parents from different socioeconomic groups, parents with different educational backgrounds, parents of children in different grades or parents of children with different disabilities). The results of this study indicate that parents continue to struggle to participate meaningfully in the decision-making responsibility of the IEP team. Limitations in the sample size, representativeness of the sample, and statistical power of this study should be considered when interpreting the results.
Book Synopsis The Importance of Collaboration Between Parents and School in Special Education by : Heather R. Griffin
Download or read book The Importance of Collaboration Between Parents and School in Special Education written by Heather R. Griffin and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Each student receiving special education services in the public school system, roughly 6.4 million students, has an Individualized Education Program (IEP) that is mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA dictates that a team of people familiar with the student, including the parents, should create the IEP. Unfortunately, research indicates that many parents believe their participation is not welcome. While only a small percentage of parents may actually be dissatisfied with the IEP process, the cost of dissatisfaction is high, further stretching already limited resources that could be better used in the classroom. The purpose of this study was to investigate parents' and school personnel's beliefs about and experiences with collaborative activities that took place prior to the annual IEP or 504 plan meeting. Participant perceptions and suggestions about improving the special education process were also explored. In-depth interviews were conducted with an assistant principal, a self-contained ESE teacher, a resource ESE teacher, a regular education inclusion teacher, and three parents whose children were receiving special education services. All participants were involved in the special education process at the elementary school level. The study's findings indicated that while school personnel perceive that they are providing opportunities for parents to be involved in a collaborative manner, parents do not perceive that a fully open and transparent collaboration exists. The school made an effort to generate a comfortable environment inviting collaboration during formal meetings; however, parents expressed frustration with the more informal aspects of the special education process including initiation of services. Teachers and parents identified similar concerns and frustrations with the IEP process and suggested similar ideas for improvement. Both school personnel and parents identified scarcity of resources within the school, which seemed to create a barrier to open communication and collaboration. Suggestions for improvement included access to outside support and advocacy groups to increase parent understanding of the special education process and facilitate its process. It is concluded that, ultimately, policy makers should become more involved at the classroom level in order to understand the implications of policy change.
Book Synopsis Parental Involvement in Schools by : Kristen Waters Guetschow
Download or read book Parental Involvement in Schools written by Kristen Waters Guetschow and published by . This book was released on 1993 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of Cultural Perceptions on Parent Participation in Special Education Preschool Program by : Joslyn Shigematsu
Download or read book The Influence of Cultural Perceptions on Parent Participation in Special Education Preschool Program written by Joslyn Shigematsu and published by . This book was released on 2011 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parents' Perceptions of Parental Involvement in the Education of Special-needs Students by : Uchenna J. Obialor
Download or read book Parents' Perceptions of Parental Involvement in the Education of Special-needs Students written by Uchenna J. Obialor and published by . This book was released on 2012 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
