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ERIC Number: ED358647
Record Type: RIE
Publication Date: 1992
Pages: 49
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Parent Involvement in the Special Education Process: A Synopsis of Exemplary Models. CASE Information Dissemination Packet.
Lewis, Margaret; And Others
This document describes eight models of local and state special education efforts that are providing viable ways for parents to become more involved in their children's education. The models are designed to develop effective two-way communication and collaboration between parents and teachers, develop methods for parents to actively support their children's learning in partnership with the school staff, develop methods by which the educational staff may provide ongoing support for parents, develop methods for staff to involve parents in program improvement efforts, and develop an ongoing parent training program. The models include two preschool programs, one a district-wide program in Seattle, Washington, and the second a building-level attempt in Southwick, Massachusetts. The next three models are district/state-wide programs that cover the entire kindergarten to grade 12 spectrum, in Nebraska, Connecticut, and San Diego (California). The sixth model describes a transitional program in Coeur d'Alene, Idaho, to help students bridge the gap between the sheltered world of school to the less structured world of work. The seventh model is a parent-helping-parent program that extends across Minnesota and focuses upon the establishment of coalitions for providing more effective communication between parents, special needs children, and the school. The eighth model describes a parent communication network at the local school level in South Bend, Indiana. (Contains 20 references.) (JDD)
CASE Research Committee, Indiana University, School of Education, Smith Research Center-100A, 2805 East 10th St., Bloomington, IN 47405 (Order No. PTI-14, $15).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Indiana Univ., Bloomington. Dept. of Special Education.; Council of Administrators of Special Education, Inc.