Methods and materials for training parents to become involved in the development of an individualized educational program (IEP) for their handicapped children are presented. An introductory section details the goals and objectives of the program, describes parent involvement, and discusses the use of the training guide. Six training units explore…

Informing parents that their child may be handicapped is a delicate task. This article accordingly provides advice for professionals in holding a conference with parents to help them adjust to the painful realization that their child is handicapped. (TE)

This study examined the participation styles of nine parents while attending Individual Educational Program (IEP) meetings for their children. The nine parents consisted of three parents from a suburban school district, three parents from a rural school district, and three parents from an urban school district. Data collection through videotaping…

Describes the Sharing Center component of the Macomb, Illinois, 0-3 Rural Project enabling parents in rural communities and small towns to join their disabled children in activities and to share experiences with other parents of disabled young children. Discusses Center establishment, participant characteristics, staff preparation, activities,…

The booklet offers guidelines to help the educator in making meetings with parents more relaxed and productive, particularly in meeting the needs of special education students. Listed in an introduction are recommendations for productive parent-professional interactions, including that parents should be fully participating members of the team,…

The Individual Behavior Management System can serve as a tool for special education personnel in working with parents whose children experience behavior problems. The needs of students, the necessity of family involvement, and the importance of communication among family members and school personnel provide the theoretical basis for the system.…

The article presents a case in which parents sought advice about school placement for their 6-year-old daughter who had been having difficulty learning in the first grade. Quotes from each parent present their perceptions of the individualized education program (IEP) meeting. (SBH)

Suggestions are given to teachers of handicapped students concerning developing helpful relationships with parents. Topics covered include what parents want to know, preparing for a teacher-parent conference, selecting a place, making arrangements for the conference, obtaining further information, communicating with parents, and working with…

Suggestions are offered for educating teachers to plan, conduct, terminate, and follow-up conferences with parents of handicapped children. (CL)

A model is offered to encourage an alliance between home and school by promoting teacher well-being (through such activities as relaxation, visualization, and centering) and psychological comfort of parents of handicapped children. (CL)

The authors share their ideas on how parental assertiveness can help parents in educational planning for children with disabilities. (SB)

Current attitudes of junior class teachers in Great Britain concerning parents of children with special educational needs were evaluated. Results indicated that most teachers desired occasional but not frequent contact with parents. (DB)

This tongue-in-cheek article gives examples of ways in which educators give lip service to such principles as recognizing the rights of parents and valuing parent contributions but actually still try to avoid significant parent impact on their own work with students. (DB)

The author discusses problems associated with parent/educator conferences on the yearly plan for educational services for an exceptional child and provides five guidelines, including facilitation of parent's verbal participation. (MC)

The study evaluated the effectiveness of two intervention strategies on parental contributions to the individualized education program (IEP) conference. Results indicated a greater amount of parental involvement in the conference attended by a parent advocate than those in which parents had received questions.