To increase the involvement of parents of the handicapped in their children's schools, the Parent Involvement and Educational Program was developed at the University of Houston. It encourages parents and school personnel to work together as partners. Aspects of the program are discussed. (PP)

Special educators (n=576) were surveyed regarding homework-related communication problems. Problems reported as most problematic included unfavorable parental attitudes toward homework, poor communication between general and special educators, the roles of general and special educators in the homework process, and the lack of time for…

This article begins by reviewing seven individual texts for forming effective partnerships with families in special education. It identifies key criteria for selecting a text, including: ethical information, legal information, research information on disability impact, and information on communication strategies. A comparative overview of reviewed…

This article discusses recent developments in the status of local, statewide and national advocacy groups and networks of parents of children with behavioral, mental and emotional disorders. Several groups of each type are described, along with lessons learned through experiences of local groups. Contact numbers for listed groups are offered. (PB)

The article examines the parent-teacher partnership, stressing the importance of both parent and teacher input. Five suggestions for involving parents of handicapped students in the Individualized Education Program meeting are offered and include asking parents before the meeting to think of short- and long-term goals for the child. (DB)

A study examined practices of 101 universities with regard to the inclusion of family-issues courses in their special-educator preparation programs. Most early childhood programs required one or more separate courses in family issues; however, most mild/moderate disability programs integrated this content within the general special-education…

Responds to "Deception of Inclusion" (Chesley and Calaluce) by discussing the meaning of inclusion in three parts: (1) by acknowledging the meaning of education itself; (2) by describing the effect of inclusive programs; and (3) by explaining why professionals need to begin to recognize parents as essential collaborators. (CR)

This article discusses methods for more fully including parents in the development of a child's individualized education program (IEP). It summarizes what the law and research say about parental participation and decision making, identifies barriers to such participation, and offers suggestions to teachers to facilitate meaningful parental…

A survey of 229 itinerant early childhood special education teachers found they mostly used direct service strategies. Teachers reported infrequent implementation of indirect services such as modeling intervention techniques and writing intervention plans for teachers or parents. Teachers reported being satisfied with their jobs and being welcomed…

In this article, a parent of a child with a developmental disability discusses the complications of parent-professional partnerships and identifies the following five distinct features, or dimensions, which both entangle and enhances the partnership dance: choice, forced intimacy, identification of partners, role expectations, and differing…

A study of 100 Latino parents whose children participated in school programs for limited English proficient students with disabilities found they believed educators should increase their understanding of Latino culture. They recognized the importance of school personnel getting to know their children, but reported infrequent home-school contact or…

The classroom teacher in preschool special education must focus attention in several areas in order to create a smoothly operating and effective classroom environment. Because most of the learning experiences provided for young children are dependent upon interaction with materials, attention must first be given to purchasing and gathering…

This newsletter offers practical guidelines to parents of children with special needs of ways to get the school year off to a good start. Such children's school-related worries as fears of getting lost or of not making friends are noted. Specific suggestions are offered to help in the areas of school separation, making friends, and school…

Included in this proceedings is a schedule of activities and the text of addresses made at a one-day institute for educators. Dr. Asa Hilliard of Georgia State University delivered the keynote address, which focused on the power of teaching to make a difference. Ten additional topics were addressed in four subsequent sessions. Papers given in the…

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on training for professionals working with families. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each…