The purpose of this investigation Was to examine families' involvement in and perceptions of children's special education services. A telephone survey Was conducted With 45 families of children With autism Who Were part of a parent support group. The survey consisted of a total of 15 questions that pertained to the folloWing areas: (a) the child's educational placement and type of special education services received, (b) the frequency and nature of parents' communication With school personnel, (c) parents' knoWledge about and involvement in their child's Individualized Education Program (IEP) process, and (d) parents' priorities for their child and overall satisfaction With school services. Results indicated that the majority of children spent part of their day in the general education classroom and received 1 to 2 special education services.
Get full access to this article
View all access options for this article.
References
1.
Able-Boone, H., Goodwin, L.D., Sandall, S.R., Gordon, N., & Martin, D.G. (1992). Consumer based early intervention services. Journal of Early Intervention, 16, 201—209.
2.
Bailey, D. B., & Wolery, M. (Eds.). (1989). Assessing infants and preschoolers with handicaps. Columbus, OH: Merrill.
3.
Baker, B.L. (1989). Parent training and developmental disabilities . Washington, DC: American Association on Mental Retardation.
4.
Covert, S.B. (1995). Supporting families. In J. Nisbet (Eds.), Natural supports in school, at work, and in the community for people with severe disabilities (pp. 121—163). Baltimore: Brookes.
5.
Dinnebeil, L.A., Hale, L., & Rule, S. (1996). A qualitative analysis of parents' and service coordinators' descriptions of variables that influence collaborative relationships . Topics in Early Childhood Special Education, 16, 322—347.
6.
Dinnebeil, L.A., & Rule, S. (1994). Variables that influence collaboration between parents and service coordinators. Journal of Early Intervention , 18, 349—361.
7.
Dunst, C.J., Johanson, C., Rounds, T., Trivette, C.M., & Hamby, D. (1992). Characteristics of parent-professional relationships . In S. L. Christenson & J. C. Conoley (Eds.), Home-school collaboration: Enhancing children's academic and social competence (pp. 157—174). Silver Springs, MD: National Association of School Psychologists.
8.
Dunst, C.J., Trivette, C.M., & LaPointe, N. (1992). Toward clarification of the meaning and key elements of empowerment. Family Studies Review,5(1/2), 111—130.
9.
Eccles, J.S., & Harold, R.D. (1993). Parent-school involvement during the early adolescent years. Teachers' College Record, 94, 568—587.
10.
Epstein, J.L., & Dauber, S.L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. Elementary School Journal, 91, 291—305.
11.
Epstein, M.H., Munk, D.D., Bursuck, W.D., Polloway, E.A., & Jayanthi, M.M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33, 166—176.
12.
Fein, D., Pennington, B., Markowitz, P., Braverman, M., & Waterhouse, L. (1986). Toward a neuropsychological model of infantile autism: Are the social deficits primary?Journal of the American Academy of Child Psychiatry, 25, 198—212.
Goldstein, S., Strocland, B., Turnball, A.P., & Curry, L. (1980). An observational analysis of the IEP conference . Exceptional Children46, 278—286.
15.
Green, S.K., & Shinn, M.R. (1994). Parent attitudes about special education and reintegration: What is the role of student outcomes?Exceptional Children , 61, 269—281.
16.
Hepworth-Berger, E. (2000). Parents as partners in education (5th ed.). Columbus, OH: Merrill.
17.
Hoover-Dempsey, K., & Sandler, H.M. (1997). Why do parents become involved in their children's education?Review of Educational Research, 67(1), 3—42.
18.
Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1401 (26) .
19.
Koegel, R.L., Koegel, L.K., & Schreibman, L. (1991). Assessing and training parents in teaching pivotal behaviors. In R. Prinz (Ed.), Advances in behavioral assessment of children and families (pp. 36—52). London: Jessica Kingsley.
20.
Kohler, F.K. (1999). Examining the services received by young children with autism and their families: A survey of parent responses. Focus on Autism and Other Developmental Disabilities,14, 150—158.
21.
Kroeger, S.D., Leibold, C.K., & Ryan, B. (1999, Sept/Oct). Creating a sense of leadership in the IEP process. Teaching Exceptional Children, 32(1), 4—9.
22.
Leyser, Y. (1988). Let's listen to the consumer: The voice of parents of exceptional children. School Counselor, 35, 363—369.
23.
Loucks, H. (1992). Increasing parent/family involvement: Ten ideas that work. NASSP Bulletin, 76(543), 19—23.
24.
Lynch, E.W., & Stein, R. (1982). Perspectives on parent participation in special education. Exceptional Education Quarterly, 3(2), 56—63.
25.
McAfee, J.K., & Vergason, G.A. (1979). Parent involvement in the process of special education: Establishing the new partnership. Focus on Exceptional Children, 11(5), 1—15.
26.
McWilliam, R.A., Ferguson, A., Harbin, G.L., Porter, P., Munn, D., & Vandivere, P. (1998). The family-centeredness of individualized family service plans. Topics in Early Childhood Special Education , 18, 69— 82.
27.
McWilliam, R.A., Lang, L., Vandiviere, P., Angell, R., Collins, L., & Underdown, G. (1995). Satisfaction and struggles: Family perceptions of early intervention services. Journal of Early Intervention,19, 43—60.
28.
Newmann, F.M., & Wehlage, G.C. (1995). Successful school restructuring. Madison: University of Wisconsin, Center on Organization and Restructuring of Schools, School of Education.
29.
Powell, T.H., Hecimovic, A., & Christensen, L. (1993). Meeting the unique needs of families. In L. E. Berkell (Ed.), Autism: identification, education, and treatment (pp. 187—224). Hillsdale, NJ: Earlbaum.
30.
Rosin, P. (1996). Parent and service provider partnerships in early intervention. In P. Rosin, A. D. Whitehead, L. I. Tuchman , G. S. Jesien, A. L. Begun, & L. Irwin (Eds.), Partnerships in family-centered care (pp. 65—80). Baltimore: Brookes.
31.
Salisbury, C.L., & Dunst, C.J. (1997). Home, school, and community partnerships: Building inclusive teams. In B. Rain-forth & J. York-Barr (Eds.), Collaborative teams for students with disabilities (pp. 57— 88). Baltimore : Brookes.
32.
Stancin, T., Reuter. J., Dunn, V., & Bickett, L. (1984). Validity of caregiver information on the developmental status of severely brain-damaged young children. American Journal of Mental Deficiency, 88, 388—395.
33.
Trepagnier, C. (1996). A possible origin for the social and communicative deficits of autism. Focus on Autism and Other Developmental Disabilities,11, 170—182.
34.
Turnbull, A.P., & Ruef, M. (1997). Family perspectives on inclusive life style issues for people with problem behavior. Exceptional Children, 63, 211—227.
35.
Turnbull, A., & Turnbull, R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment (4th ed.). Columbus, OH: Merrill/Prentice Hall.
36.
U.S. Department of Education. (1994). The community action toolkit. Washington, DC: Author.
37.
Williams, D.L. (1992). Parent involvement and teacher preparation: Challenges to teacher education. In L. Kaplan (Ed.), Education and the family. Boston: Allyn & Bacon.
38.
Yoshida, R.K., Fenton, K.S., Kaufman, M.J., & Maxwell, J.P. (1978). Parent involvement in the special education pupil planning process: The school's perspective. Exceptional Children , 44, 531—534.
