To enhance the interaction level between parents and multidisciplinary team members at meetings on individualized education programs, seven recommendations and nine print resources are offered. (MC)

This paper presents research in progress from a project which studies inclusive classrooms where culturally relevant literacy instruction is collaboratively planned and implemented. In such programs, teachers, preservice teachers, and professors analyze home and school connections for literacy learning. The core of this co-teaching process is…

One of the key goals of the Laboratory for Student Success (LSS) is to encourage school, family, and community partnerships to improve the academic performance and socioemotional development of children and youth. Teachers face the challenge of educating an increasingly diverse student population which is growing up in varied home environments.…

Noting that the beginning of the school year is a key time to communicate with parents, this booklet presents accumulated knowledge and fresh ideas on school outreach strategies for this important time period. The suggestions for action within each strategy are based on broad experience, which can help even seasoned teachers, principals, and…

This skill packet presents strategies for training parents to be involved in their children's education. Section 1 focuses on understanding the relationship between positive self-esteem and academic achievement. Section 2 discusses the purpose of parent-teacher conferences and how to enhance communication. Section 3 focuses on research supporting…

Twenty-three parents of elementary age children currently or previously enrolled in a special program for educable mentally retarded children completed a questionnaire on alternative approaches to the reporting of academic progress. (DB)

Presents a home-school collaboration model which includes parent involvement, parent conferences, parent education, and parent counseling. Illustrates an inverse relationship between parental needs and counselor time and skills. (Author)

It was found that teachers who have frequent contacts with parents were more likely to feel responsible for initiating contact and comfortable about meeting parental expectations, but that they had less support from parents than other teachers. (JD)

Three important factors for good schools, whether they're urban, suburban, or rural, are: understanding from the community, professional development for teachers, and the cooperation of parents. (CJ)

Certain aspects of school organization such as rationalization and bureaucratization serve both to fend off parents' demands and to assure at least minimal compliance with these demands. (Author/RLV)

Thirty-six parents of students with disabilities who had exited high school 6 to 12 months earlier, were interviewed to examine perceptions of their participation in their child's final Individualized Education Program/transition planning meeting. A majority reported they participated in a variety of ways and were satisfied with their…

Studied effects of mainstreaming on the roles of professionals in 16 inclusive preschool programs, using interviews, observation, and document analysis. Found that a sense of shared philosophy or joint ownership of children, when reached jointly rather than being lopsided or imposed from outside, produced more positive experiences, and that key…

A study of 22 students with mental retardation and their families evaluated the impact of person-centered planning activities on several variables related to a student's individual education program/transition planning meeting. Person-centered planning had a significant effect on parent participation in meetings, but not on discussion of…