Parent Beliefs and Knowledge about Special Education and the Individuals with Disabilities Education Act

Autor/inn/en	Nutting, Boen; Porfeli, Erik; Queen, J. Allen; Algozzine, Bob
Titel	Parent Beliefs and Knowledge about Special Education and the Individuals with Disabilities Education Act
Quelle	In: Journal of Special Education Leadership, 19 (2006) 2, S.48-61 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Parent Participation; Disabilities; Educational Change; Parent School Relationship; Special Education; Federal Legislation; Special Needs Students; Change Strategies; Educational Legislation; Parent Attitudes + Suchen Sie Ihr Suchwort? Elternmitwirkung; Handicap; Behinderung; Bildungsreform; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Sonderpädagogischer Förderbedarf; Lösungsstrategie; Bildungsrecht; Schulgesetz; Elternverhalten
Abstract	The shifting emphasis within the Individuals with Disabilities Education Act (IDEA) legislation toward greater parental involvement is supported by the literature suggesting that engaging parents in their child's education will improve the effectiveness of schooling, especially programs directed toward educating students with disabilities. Despite the overwhelming evidence supporting parental involvement and legislative changes toward greater collaboration with school professionals, many parents believe that a lack of involvement is an important obstacle to education reform. Parental involvement appears to have a meaningful and positive effect on students' academic development as well as on families, but the complex laws and procedures surrounding education programs may promote parents' frustration and misunderstanding when the spirit of the law is to promote the reverse. In this study, the authors compared parents' beliefs and knowledge about special education as a function of their child's status within the school system. The authors reasoned that their outcomes would provide useful information for identifying areas within the IDEA with relevance for improving parent involvement in special education. (Contains 5 tables.) (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10