The Pre-Kindergarten Program was established as a part of the Language Development Program (funded under Title I of the 1965 Elementary Secondary Education Act) which is intended to increase the language facility of low income Columbus children. The pre-kindergarten child should leave the program feeling important and unique and should have gained…

Presents a National Association for the Education of Young Children (NAEYC) Ethics Commission member's comments and suggestions about how early childhood educators can best make sound decisions about the ethical dilemma of the welfare of the child and the confidentiality of its divorced parents. (BB)

Parents have a real opportunity to influence their child's education through participation in the Committee on the Handicapped process which includes referral, evaluation, Individualized Education Program (IEP) planning and review. Specific guidelines for parent participation in this process are discussed, including parent/teacher conferences,…

This book offers beginning teachers daily step-by-step plans for the first 4 weeks of school. It is based on a survey of first year teachers that examined their problems, concerns, needs, and feelings. It is also based on a task force of preservice and inservice teachers who set an agenda and tasks to find out more about beginning teacher needs.…

This handbook presents information and ideas to help beginning teachers in Wisconsin learn about their relationships with parents and communities. It includes four reproducible sections in a three-hole punched format. The first section, "Getting Started," includes an overview of how family-school-community partnerships improve student…

This brochure explains federal requirements for transition services for secondary students with disabilities, the importance of transition services, and transition planning in the Individualized Education Program (IEP). The roles and responsibilities of the student, special and regular education teachers, parents, adult service agency…

Concerns of parents and teachers associated with 18 Colorado schools regarding communication between the home and the school are discussed. The need for teachers to respond to changing family structures is emphasized. (PP)

Describes a field program for University of Texas teacher trainees designed to make White future teachers more comfortable with the parents of Black educable mentally retarded children. (GC)

Converse Elementary Kindergarten teachers give high priority to involving parents in their children's education, particularly through inviting parents to special school activities, and by visiting children and parents in the home and bringing a paper bag full of ideas parents can use to strengthen children's weaknesses. (Author/JM)

Secondary students with learning disabilities, behavior disorders, and health impairments (n=16) learned a self-advocacy strategy via an Interactive Hypermedia Program (IHP) or through live instruction. After instruction, each student ran his own Individualized Education Program conference. The IHP was as effective in teaching the students the…

Describes several ways to share information with parents about their children's progress in physical education class, noting both traditional and nontraditional reporting methods, discussing standard report cards, and examining newer report cards that are based on stated learning standards and driven by technology. Additional methods of sharing…

Collaboration of teachers and parents can strengthen school and home ties. The key ingredients in teachers' efforts to promote parent involvement are communication and education. Forms of one-way and two-way communication with parents are described. Educational strategies discussed include parent instruction and the use of support groups and…

Family responses to family-school conflicts may be manifested in family interaction and/or work performance and are influenced by numerous factors including socioeconomic status, child's grade level, family structure, cultural background, financial or structural stress, and rigidity of functioning. (Author/PB)

Discusses an approach to parent-teacher conferences that involves fifth graders as equal partners with their parents and teacher. Students update their portfolios for the student-parent-teacher conferences, ask and answer questions about their achievements, and discuss their work with their parents. Parents are expected to answer questions about…

Surveys completed by beginning elementary teachers revealed that one of their greatest concerns was perceived inability to deal with parents. Attempted to apply to real world of parent-teacher conferencing that which is learned by beginning teachers in role-play situation. Suggests counselors use such inservice education with new teachers. (NB)