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ERIC Number: EJ829723
Record Type: Journal
Publication Date: 2008-Sep
Pages: 10
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1525-1810
Survey of Family Involvement in and Satisfaction with the Los Angeles Unified School District Special Education Processes
Hernandez, Jaime E.; Harry, Beth; Newman, Lynn; Cameto, Renee
Journal of Special Education Leadership, v21 n2 p84-93 Sep 2008
The parent-school relationship for families of students with disabilities is clearly prescribed by law and is one of the main tenets of the Individuals with Disabilities Education Act (IDEA), 2004 (Newman, Cameto, & Hernandez, 2005). The measurement of this relationship presents a challenge in the context of what is meaningful participation, particularly for families from culturally and linguistically diverse (CLD) backgrounds. This challenge is intensified further by the limited research and literature centered on large-scale systematic measures of parent participation. Within the context of class-action lawsuits associated with special education, parental feedback serves as valuable testimony to demonstrate a district's noncompliance with IDEA. This feedback often may be limited to those parents who are dissatisfied and may not be representative of the population of parents of students with disabilities. Furthermore, this feedback may not adequately include the voices of traditionally underserved populations. Because it is evident that there is great variation among parents described as CLD, the findings of a survey in the Los Angeles Unified School District (LAUSD) illustrate some of the key characteristics that may differentiate such families. The purpose of this article is twofold. The first is to highlight five characteristics that seem to make a difference to parental awareness, participation, involvement, and satisfaction. These characteristics are: (1) race/ethnicity; (2) socioeconomic status (SES); (3) native language; (4) the level of severity of the child's disability; and (5) the grade level of the child. The second aim is to compare findings for the LAUSD population with those of the national survey conducted by the National Longitudinal Transition Study (NLTS2). (Contains 11 footnotes and 6 tables.)
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California