This issue addresses the relationship between teachers and parents of handicapped children. It explores how barriers to an effective parent-teacher relationship arise and how best to work toward a better relationship, one in which parents can positively influence the teacher's involvement with them and, in turn, one in which the teacher can…

The guide provides information on procedures used in the Portage Model, an early home intervention program for rural preschool children with all types of handicapping conditions as well as children functioning within the normal range. Following an introduction (which presents the rationale for parent involvement, rationale for home based programs,…

Results of two surveys concerning preparation of special educators to work with parents found that, although most special education departments offer a course on working with parents, few inservice teachers have taken such a course. Such training was correlated with teachers' level of confidence in their ability to communicate with parents. (DB)

A study explored strategies for improving the involvement of parents with children with disabilities in rural schools. Data collected from 52 parents of children with disabilities in Central Virginia rural schools supported several findings of earlier studies conducted among lower socioeconomic groups. Answers to open-ended questions in the survey…

This issue discusses homework issues related to students with disabilities and how to ensure that students with disabilities benefit from homework. It addresses communication problems teachers face in assigning homework to students with disabilities and recommendations for overcoming these communication barriers. Strategies are provided for…

Discussion of requirements of the Individualized Education Program (IEP) under the 1997 amendments to the Individuals with Disabilities Education Act examines key components of the IEP, who constitutes the IEP team, roadblocks to effective use of the IEP, the top 10 common problems in IEPs, making the most of the IEP, transition planning, and…

This article discusses cooperation between parents, family members, and professionals in advocacy efforts on behalf of students with emotional, mental, and behavioral disorders. Tips for parent-advocates and experiences of statewide parent networks are offered, as well as lessons and potential pitfalls experienced by professionals. (PB)

Interviews with parents of 14 students with disabilities examined the support parents received during their child's transition to an integrated educational placement. Parents consistently expressed satisfaction with integration and professional and personal support received. Parents stressed local school district commitment, an individualized…

Interviews with 117 mothers of public school students indicated that parents of students with disabilities were offered more opportunities to be involved, were more satisfied with their involvement, and felt more able to influence their children's education than parents of nonhandicapped students. No significant differences were related to…

Suggestions are offered to special educators for improving communication at parent-teacher conferences, including relationship skills such as demonstrating genuine caring, building rapport, listening, showing empathy, reflecting affect, and using clarifying statements. A checklist for self-monitoring in these areas is included. (DB)

This article offers five guidelines for creating exceptional partnerships between special educators and families including: family-centered practices, respecting the uniqueness of families, understanding the coping stages of families of a child with a disability, understanding ways in which families match strategies and resources, and family…

This packet of handouts focuses on the role of the family in easing their child with disabilities from one early childhood educational program to another. Typical items include: reasons for involving families in transition; questions parents ask about "appropriate" placement; planned conversations with parents during the transition process; parent…

In the fall of 1990, and again in the fall of 1991, George Washington University invited a parent of a special needs child to assist in the teaching of a course on the dynamics of family intervention. The rationale for this action was to: (1) give students a personal experience with a parent of a special needs child; and (2) provide a model of the…

This brochure describes a cooperative way to help resolve differences of opinion between New York parents and schools regarding special education programs and services. It describes special education mediation as a process in which the parent or guardian of a student with a disability and a representative of the school district meet with a…

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 parent support groups. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each module takes about 2 hours…