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ERIC Number: ED223052
Record Type: RIE
Publication Date: 1980-Apr
Pages: 29
Abstractor: N/A
Reference Count: 0
Parent Perspectives on Involvement in Preschool Educational Programs.
Winton, Pam; Turnbull, Ann P.
The study, involving 31 mothers of handicapped children enrolled in North Carolina preschools, addressed the parents' perspectives on preschool services for themselves and their children. A two-phase interview strategy was used in which the parents were treated as "experts" who would provide answers to the previously identified broad research questions. In Phase I, open ended interviews were conducted to identify the themes, patterns, and the range of responses which characterize how parents define and describe preschool services. The information gathered in the open ended interviews was used to develop a quantitative rating scale which was administered in Phase II of the study. All of the interviews were audiotaped and transcribed on unisort cards. Results were drawn from three sources of data -- the open-ended interviews, the frequency counts and percentages from the Phase II quantitative rating measure, and direct quotes of parents. Data were categorized in terms of parent perceptions of child needs prior to placement, benefits and drawbacks for parents in regard to their child's potential, opportunities to engage in parent activities, attitudes toward parent activities, and parents' perceptions of an ideal preschool. Among findings were that the most salient issue for parents is the importance of having a warm, sensitive, and well trained teacher who is able and willing to communicate frequently with the parents; that parents have definite needs which influence their choice of preschool, including services for themselves and logistical arrangements; and that almost all of the parents preferred having some sort of role in their child's education. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April, 1980). Print is very small and charts are haphazardly placed on pages.