Parent Advocacy: Now More Than Ever Active Involvement in Educational Decisions.

Autor/inn/en	Ammer, Jerome J.; Littleton, Barbara Rhein
Titel	Parent Advocacy: Now More Than Ever Active Involvement in Educational Decisions.
Quelle	(1983), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Child Advocacy; Disabilities; Elementary Secondary Education; Parent Attitudes; Parent Participation; Parent School Relationship; Special Education + Suchen Sie Ihr Suchwort? Kinder- und Jugendanwaltschaft; Handicap; Behinderung; Elternverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Questionnaires were completed by 217 parents of handicapped children to determine their present level of involvement and their desired participation in the education process. The sample (a rural population in central West Virginia, a suburban population in affluent school districts on Long Island, New York, and a city population from a mixed set of city boroughs) was chosen to represent rural, suburban, and urban populations among districts with established advocacy channels beyond the guidelines of P.L. 94-142, the Education for All Handicapped Children Act. Among demographic findings were that behavior disorders represented 34 percent and learning disabilities 24 percent of the returns; that parents of resource room students represented 42 percent and self contained classroom students 38 percent of the sample; that of the 74 percent of parents who reported their child's needs were being met, rural parents expressed the greatest satisfaction with services; that there was unexpectedly low agreement between parents and districts on the category describing the students' handicap; that 87 percent of parents were not presently involved in the local school; and that 32 percent felt no one provided them with assistance and/or advocacy. Among parent preferences for ways to improve communication with the school were regular letters and school conferences, with home visits ranking lowest. Parents expressed greatest interest in becoming involved in their child's progress reviews. Two general conclusions were drawn: that parents appear to be pleased with their children's services, and that it appears to be a question of personal preference rather than group characteristics which dictates parent needs and attitudes regarding advocacy. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01