Perspective on Parental Involvement in the Diagnosis and Treatment of Learning Disabled Children

Abstract

The provisions of the Education for All Handicapped Children Act can have a profound impact on parent-teacher relationships. The potential exists for a cooperative effort, as well as for an antagonistic one. This paper argues for the importance of parent-professional cooperation. Recognizing that new relationships often have to be consciously developed, the authors suggest a number of roles which can foster cooperation in educational settings. — G.M.S.

Parents should be involved in services for their learning disabled children. In clinics, schools, homes, and communities there are many ways parents and professionals can cooperate more fully. Each phase of the intervention process, from identification through evaluation, offers ample opportunities for parent involvement.

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