ERIC Number: ED232354
Record Type: RIE
Publication Date: 1982-Nov
Models of Parent Involvement in the Educational Process of Their Severely Handicapped Child: Past Assumptions and Future Directions.
Halvorsen, Ann Tiedmann
Models of parent involvement in the education of severely handicapped children are reviewed, and the assertion is made that most parent involvement programs reflect professional priorities rather than parental viewpoints and needs. Assumptions underlying models in which parents are considered teachers are reviewed, and discrepancies between parents' and teachers' perspectives are noted. Research employing the parent as teacher model is summarized in chart form. The mixed model of parent participation, one which assesses and tries to respond to the family's stated needs, is described, and studies employing it are reviewed. Additional functions of the mixed model are explained to include support groups, individualized home or classroom training, and referral to community resources. The benefits of a third model, parents as parent trainers, are pointed out, and the literature on such a model is described. Program design, funding, and underlying assumptions are considered. (CL)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Association for the Severely Handicapped (9th, Denver, CO, November 4-6, 1982).