An analysis of three journal articles discussing the parents' role in their child's special education.
Written in 2007; 1,087 words; 3 sources; MLA; $ 37.95
Paper Summary:
The paper analyzes three articles pertaining to parental involvement in their child's special education program. The paper examines how there are several reasons why parents choose not to participate, such as denying that their child has mental retardation or because they feel that their input and suggestions are not welcomed by school personnel. The paper concludes that it is the responsibility of the school personnel to listen to the parents and to make any necessary changes so that the parents of the handicapped students can be involved in every aspect of their child's education.
From the Paper:
"The main topic that was researched in this article was the lack of involvement on the parents' behalf regarding their children's special education program. The authors assumed that the reason behind the lack of involvement was the parents' fear of becoming readily identified as one with a mentally retarded child. Of the parents who respond to the questionnaire, most were from the middle class, most were two parent families, and most were families with generally higher IQs. Parents from the middle class generally denied that their children had a retardation problem and they felt that their child would eventually outgrow the mental learning problems by the time they were adults."
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