Through naturalistic observational procedures, the study examined the dynamics of individualized education program (IEP) conferences involving parents of handicapped elementary grade students. Participants present, the nature and frequency of topics discussed, and the length of conferences were considered. (Author/SBH)

Parents, especially those responsible for exceptional children, will often attempt to change their belief system dissonance. This dissonance can be changed by altering cognitions, modifying behaviors, or by avoiding dissonance-increasing situations. By being aware of these potential reactions to the parent conference, counselors can better handle…

It is argued that current school disciplinary policies are ineffective instruments for delivering moral messages: they are poorly justified; fail to distinguish moral violations (violence, vandalism, deception) from conventional school-limited violations (attendance, dress codes, eating venues), leaving the impression that dress code violations…

This annotated bibliography on parents and schools is divided into sections on parents' opinions and knowledge of schools, communication between parent and school, parent involvement in education, community involvement in school decision-making and planning, and legal issues. (JL)

Educators from over 35 Washington State school districts and education service districts briefly describe their programs for involving parents in the schools. Compiled for Washington's six regional "Partners in Education" conferences, held in May 1981, the collection also presents Gallup Poll data on school volunteers and 115 ideas for parental…

A COMPREHENSIVE GUIDE IS PRESENTED FOR SPECIAL EDUCATION TEACHERS WHO WISH TO EVALUATE THE PROGRESS OF THEIR MENTALLY RETARDED PUPILS. PUPIL FOLDERS, ANECDOTAL RECORDS, DAILY PERFORMANCE, AND CUMULATIVE RECORDS ARE DESCRIBED. THE SPECIAL GRADING SYSTEM IS EXPLAINED, AND INSTRUCTIONS FOR GRADING ARE PROVIDED. THE PROGRESS REPORT SECTION LISTS…

A handbook to serve as an outline for parent discussion sessions concerning four-year-old children is presented. It is divided into the following sections: Child-Growth and Development, Physical Development, Language Development, Learning Abilities, Children and Home Art-Activities, Reading To your Child, Suggested Good Books, Questions and…

A computer program is used to aid students and their parents in choosing a college. (MP)

Basic suggestions for effective interpersonal communications are offered. Additionally, specific problems which may be encountered in parent-professional conferences and possible techniques for solving them are described. (BP)

Describes a parent-student-counselor conferences project and provides the results of evaluation data. The project provides an opportunity for middle school students and parents to examine the students' cumulative record and meet with a counselor. Nearly all comments were positive. (JAC)

Describes an 11-step process for screening students with academic and/or behavior problems. (MD)

Straight talk for teachers with the courage to acknowledge need for help in talking with urban, working-class parents who may have differing values but who share a common concern about the welfare of their children. (Editor)

This article, based on the authors' work in South Yorkshire, examines some of the attitudes and dynamics within a mother's group and participants' reactions to group leaders who are child specialists. Some guidelines are presented on developing a parent education group for mothers of young children. (SJL)

Describes an effective secondary school scheduling and counseling system in which students, with parents' help, take responsibility for their academic program. Presents methods to reduce scheduling changes and provide in-service training for teachers to improve ninth-grade parent/teacher conferences for planning students' high school program of…

This study examined parent perceptions of the paraeducator's role. Observations of paraeducators and students with disabilities were conducted in inclusive classrooms. Some para-educators worked as general classroom assistants, while others worked one-on-one with students with special needs. Each parent of a child with special needs was shown…