Literaturnachweis - Detailanzeige
| Autor/inn/en | Markel, Geraldine; Greenbaum, Judith |
|---|---|
| Titel | The Role of the Parent in a Team Approach to Effective Educational Programming. |
| Quelle | (1978), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Educational Programs; Elementary Secondary Education; Handicapped Children; Parent Attitudes; Parent Participation; Parent Role; Parent School Relationship; Program Effectiveness; Role Perception; Teacher Attitudes; Teacher Role; Teamwork |
| Abstract | The role of parents of handicapped children in a team approach to educational programming is discussed. Noted are rights of parents, such as the right to review evaluations and school records, to appeal the types of tests and evaluation procedures employed by the school, and to obtain independent evaluation of the child. Such attitudes and problems of educators as perception of the parent role as an inactive one, neglect of training needed for effective interaction with parents, a negative view of the entire package designed to ensure educational opportunities for the handicapped, and a feeling of a lack of management and instructional skills necessary to serve handicapped children, are explored. Also described are attitudes and problems of parents, such as lack of skill or desire to become involved, lack of time or financial resources, and lack of education or familiarity with the school environment. Suggestions are made to foster greater parent involvement, including providing parents with work areas and supplies in the school, opportunities for social interaction with school personnel, counseling, and parent groups. Recommended is the definition of the roles of the other team members (teacher, administrator, psychologist, social worker, speech therapist) as well as the role of the parent. (BD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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