NotesFAQContact Us
Search Tips
ERIC Number: ED406119
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Working with Navajo Parents of Exceptional Children.
Jones, Doris; And Others
Undergraduate students at Northern Arizona University interviewed and surveyed 20 staff members at Kayenta Unified School District (KUSD) on the Navajo Reservation and 14 parents of exceptional Navajo children enrolled in KUSD. Both groups were asked to identify challenges affecting the working relationship between parents and school on a rural reservation, the effective techniques used by KUSD in contacting and working with parents, and potential elements that could strengthen school-parent interactions. The staff indicated that the major challenges were geographic distance and sensitivity to cultural differences in discourse. Parents were generally satisfied with the district's efforts but indicated a need for more communication at the secondary level. Staff and parents felt that the use of home liaisons, bilingual Navajo staff members who make home visits, was a powerful technique for enhancing active communication between school and parents. Treating parents with respect, encouraging their continued assistance in their child's education, and assisting them in understanding parental rights were considered essential. The parents appreciated KUSD efforts to meet transportation needs of exceptional students and to connect families with related services or medical attention through local agencies. Among staff's seven suggested improvements were increased training for parents, obtaining parents' viewpoints and feelings, and including a parent participation component in school activities. Among parents' four recommendations were having more informational meetings and providing more pamphlets, handouts, and awareness training to parents. (TD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A