ERIC Number: ED461218
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Inclusion of Parents and Families of Children with Disabilities in the Educational Process: Issues, Concerns, and Paradigm Shifts.
Edge, Denzil; Davis, Diane Talley
This paper examines issues in the inclusion of parents and families of children with disabilities in the educational process, including societal changes affecting families, barriers to family involvement, changes in the definition of parent involvement, and principles for involving families. A section on background notes the importance of family involvement in federal legislation, especially the Individuals with Disabilities Education Act. Changes in family structure and in society are noted, including increases in the number of working mothers and America's high infant mortality and teen pregnancy rates. Barriers to parent and family involvement are specifically identified, including time pressures, discrepancies in values between home and school, childcare problems, language barriers, and cultural differences. Ten principles of family involvement are stated, such as: (1) families require individualized services and programs; (2) all families and children have their strengths; (3) most parents do care and want to help their children; (4) acceptance of and respect for diverse cultural, ethnic, and racial heritages, lifestyles, and values are essential; and (5) family involvement should be integrated throughout the entire education services system. Implications are drawn for home, school, and community environments in the critical areas of caring and support, high expectations, and meaningful participation. (Contains 38 references.) (DB)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: South Atlantic Regional Resource Center, Plantation, FL.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act