ERIC Number: ED296558
Record Type: RIE
Publication Date: 1988-Mar
Reference Count: N/A
Expectations of Educational Programming and Parent-School Relations: A Comparison of Parents of Gifted and Talented Learning Disabled Children and Parents of Other Gifted and Talented Children.
Bauman, Phoebe Lee
This study sought to determine if parents of gifted and talented learning-disabled children differed from parents of other gifted/talented children in their expectations of educational programming and parent-school relations. Subjects included 265 parents who were members of The Gifted and Talented Association of Montgomery County (Maryland) or Parents of Gifted/Learning Disabled Children. Nine components of educational programming were studied: goals and objectives, identification procedures, instruction, counseling, staff selection and training, parent-school communication, parent education, parent involvement, and evaluation. Through reviews of records, observations, interviews, and questionnaires, it was found that the two groups did have different expectations. Parents of gifted/talented learning-disabled children were significantly stronger in some of their expectations and more in agreement with each other than parents of other gifted/talented children. Educational implications are outlined, including: schools should give priority consideration to those issues with strongest parental expectations; parents' expectations should be systematically solicited by the school system; parent advocacy groups should maintain accurate assessments of their members' expectations; and advocacy groups should compare their expectations with those of other groups and form coalitions. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (66th, Washington, DC, March 28-April 1, 1988).