ERIC Number: ED471033
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
When It's Your Own Child: A Report on Special Education from the Families Who Use It.
Johnson, Jean; Duffett, Ann
This document presents responses of a national telephone survey of 510 parents of children with special needs to find out whether or not parents believe that special education, as it is now structured, is effective. An introduction examines issues related to reauthorization of the Individuals with Disabilities Education Act (IDEA), noting the increased numbers of students identified as disabled, federal funding concerns, and the background of the survey. Major findings report: (1) families recognize that they need special education services but report difficulty getting information on available services; (2) parents report their own children, once in special education programs, have caring teachers and responsive schools; (3) most parents support inclusion of special-needs students in regular classrooms for much of the school day; (4) parents have mixed views on how standards and testing should apply to children with special needs; (5) there exists a vocal and frustrated minority of parents who have serious complaints with their schools and teachers; and (6) many parents object to inclusion of children with behavioral problems in special needs programs and believe that with earlier help many students would not need special education. Details on the survey methodology are attached. (Contains 15 endnotes.) (DB)
Descriptors: Delivery Systems, Disabilities, Educational Assessment, Elementary Secondary Education, Inclusive Schools, National Surveys, Needs Assessment, Parent Attitudes, Participant Satisfaction, Research Methodology, Special Education, Special Needs Students
Public Agenda, 6 East 39th St., New York, NY 10016 ($10, plus $2.50 shipping and handling). Tel: 212-686-6610; Web site: http://www.publicagenda.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Annie E. Casey Foundation, Greenwich, CT.; Thomas B. Fordham Foundation, Washington, DC.; Progressive Policy Inst., Washington, DC.
Authoring Institution: Public Agenda Foundation, New York, NY.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act