Identification, Placement and Review Process: Parents'/Guardians' Opinions #179.

Autor/inn/en	Larter, Sylvia; und weitere
Institution	Toronto Board of Education (Ontario). Research Dept.
Titel	Identification, Placement and Review Process: Parents'/Guardians' Opinions #179.
Quelle	(1986), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88881-188-8
Schlagwörter	Cultural Differences; Disabilities; Educational Diagnosis; Elementary Secondary Education; Ethnic Groups; Foreign Countries; Handicap Identification; Opinions; Parent Attitudes; Parent Role; Parent School Relationship; Parent Teacher Conferences; Participant Satisfaction; Program Effectiveness; Special Education; Student Placement; Canada (Toronto) + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Handicap; Behinderung; Pedagogical diagnostics; Pädagogische Diagnostik; Ethnie; Ausland; Lehrmeinung; Elternverhalten; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum
Abstract	A study assessed parental satisfaction or concern with the identification, placement, and review process as developed and implemented by the Special Education Department of the Toronto Board of Education. Interviews were completed with 208 parents who participated in the process during January and February 1986. Fifty-eight percent of the parents belonged to non-Canadian cultural groups, including Portuguese, English, West Indian/African, and Chinese: the majority of their children were divided into six groups: elementary learning disability/reading clinic; elementary gifted; secondary (not gifted); physical handicaps, behavioral problems, and hearing problems; deferred; and not exceptional. In general, the parents interviewed evaluated the process very positively: they felt comfortable and relaxed in meetings which they felt were open, professional, and informative. Problems did exist in some areas, including lack or unavailability of materials in the parents' native language, poor parent preparation and inadequate information, the length of the process, parental alienation from information sharing and decision making before, during, and after the procedural meetings, and the structure and procedures of the committee. Analysis of placement by cultural group indicated that Canadian and West Indian/African parents had the highest percentages of children in the elementary learning disability/reading clinic programs and that Portuguese, West Indian/African and Chinese parents had the lowest percentage of children in the elementary gifted programs. Appendices include a special education guide for parents, a resource booklet for parents of children in the gifted program, a special education fact sheet, a flow chart of the identification/placement process, and the interview questions. (CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC