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- Illinois Early Learning (IEL): source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois.
- Early Childhood Research & Practice (ECRP): was the first scholarly, peer-reviewed, bilingual (English-Spanish) online journal in the field of early childhood education.
- Illinois Early Childhood Asset Map (IECAM): a source for data on early care and education services and demographics in the state of Illinois. Data are available by state, county, township, legislative district, and several agency regions.
- Illinois Parents: operated with the Academic Development Institute in Lincoln, Illinois, provides resources and information for parents in the state of Illinois.
ED403726 EC305302
Title:
The Parent Professional Partnership: African American Parents' Participation
in the Special Education Process. Final Report.
Author(s): Allen, Norma N.; And Others
Author Affiliation: Maryland Univ., College Park. Inst. for
the Study of Exceptional Children and Youth.(BBB24306)
Pages: 84
Publication Date: January 28, 1993
Sponsoring Agency: Department of Education, Washington, DC.
(EDD00001)
Contract No: H023C901254
Available from: EDRS Price MF01/PC04 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Maryland
Journal Announcement: RIEJUN1997
This report
describes a project that sought to ascertain the educational expectations
and actual levels of participation by Black, low to low-middle income
parents of 36 regular and special education students entering three
Baltimore (Maryland) public schools. The parents' initial expectations
and the development of these expectations over the first 3 years
of schooling were examined. The study used a qualitative design
that employed interviews, participant observations, and a focus
on the process of a series of interpersonal interactions. A central
finding was that initial expectations were high for both groups
of parents, but that, as time went on, participation became increasingly
pro forma for the parents of children receiving special education.
These parents experienced increasing difficulties in understanding
and negotiating effectively with the special education system. Recommendations
of the study include the following: (1) inclusion of parents in
the assessment process and explicit explanation to parents of the
possible implications of the students' classification and placement;
(2) pre-conference meetings before initial and triennial reviews;
(3) flexible scheduling and timing of Assessment, Review, and Dismissal
meetings with adequate notice to parents including a proposed agenda;
and (4) neighborhood or modified neighborhood placement of students.
Appendices include the interview protocol and the parent consent
form. (DB)
Descriptors: Black Students; Decision Making; *Mild Disabilities;
*Parent Attitudes; *Parent Participation; *Parent School Relationship;
*Parent Teacher Conferences; Preschool Education; Primary Education;
Student Evaluation; *Student Placement
Identifiers: *African Americans; Baltimore City Public Schools
MD
