ERIC Number: ED403726
Record Type: Non-Journal
Publication Date: 1993-Jan-28
Reference Count: N/A
The Parent Professional Partnership: African American Parents' Participation in the Special Education Process. Final Report.
Allen, Norma N.; And Others
This report describes a project that sought to ascertain the educational expectations and actual levels of participation by Black, low to low-middle income parents of 36 regular and special education students entering three Baltimore (Maryland) public schools. The parents' initial expectations and the development of these expectations over the first 3 years of schooling were examined. The study used a qualitative design that employed interviews, participant observations, and a focus on the process of a series of interpersonal interactions. A central finding was that initial expectations were high for both groups of parents, but that, as time went on, participation became increasingly pro forma for the parents of children receiving special education. These parents experienced increasing difficulties in understanding and negotiating effectively with the special education system. Recommendations of the study include the following: (1) inclusion of parents in the assessment process and explicit explanation to parents of the possible implications of the students' classification and placement; (2) pre-conference meetings before initial and triennial reviews; (3) flexible scheduling and timing of Assessment, Review, and Dismissal meetings with adequate notice to parents including a proposed agenda; and (4) neighborhood or modified neighborhood placement of students. Appendices include the interview protocol and the parent consent form. (DB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Maryland Univ., College Park. Inst. for the Study of Exceptional Children and Youth.