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ERIC Number: ED480124
Record Type: RIE
Publication Date: 2003-Apr
Pages: 12
Abstractor: N/A
Parents as Active Team Members: Where Does Accountability for a Child's Special Education Rest?
Gordon, Sue Marquis; Miller, Heidi L.
This study examined the efficacy of parents roles as active and discerning members of their childrens Individualized Education Plans (IEPs) through the use of a large randomly selected sample with a high respondent rate. Families were selected from the special education roster in an urban district. Of the 95 families selected, 83 parents completed interviews. The data gathering effort also included interviews with more than 200 teachers and specialists in the district, observations, and document review. Although there were IEPs for all students, nine parents responded that their child was not in special education, and 28 acknowledged participation, but made only vague references to the childs needs and services. Thus, 45% of parents in this district that prided itself on support for parents did not appear to be conversant with the childs needs and services. Data also support the findings of previous studies that parents assessments of special education services are not based on objective data, and appear to be biased in a positive direction. Until parents learn what to look for to evaluate services, they are not able to be accountable for their childrens learning. (Contains 11 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).