Parental Involvement in the Prereferral Process: Implications for Schools

Autor/inn/en	Chen, Wei-Bing; Gregory, Anne
Titel	Parental Involvement in the Prereferral Process: Implications for Schools
Quelle	In: Remedial and Special Education, 32 (2011) 6, S.447-457 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362490
Schlagwörter	Student Records; Prereferral Intervention; Parent Participation; Parent School Relationship; Elementary Schools; Participative Decision Making; Outcomes of Education; Special Education; Racial Differences; Gender Differences; School Districts + Suchen Sie Ihr Suchwort? Schülerakte; Disziplinierung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elementary school; Grundschule; Volksschule; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Rassenunterschied; Geschlechterkonflikt; School district; Schulbezirk
Abstract	Little is known about parental involvement in the prereferral intervention team (PIT) process. To shed light on the role of parental involvement in PIT meetings and referred student outcomes, this study used a stratified sample of 88 PIT student records from 14 elementary schools within one district. The records were randomly selected and reliably coded. Analyses revealed that greater parental involvement, measured in two ways--parent presence at PIT meetings and parent implementation of PIT interventions--was associated with an indicator of the quality of the PIT process. Parent presence at PIT meetings was also linked with a student outcome. When parents attended more PIT meetings, there was a decreased likelihood of referral for special education evaluation. Practical implications about why and how parents may influence the PIT process and student outcomes are offered. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10