Parents Perceptions on Meetings & Communications w/Educators & Teachers

1. Parents Perceptions on Meetings & Communications w/Educators & Teachers

2. Across range of studies, a strong conclusion that parental involvement in child & adolescent education generally benefit’s learning and school success. (eg. Chavkin, 1993, Epstein 1989, Hess & holloway 1984, Parents are reflective, aware and active in relation to their decisions about being involved in children’s education.

3. Across a variety of disciplines, observers have noted that mothers are the parents most closely involved in the children’s education. Family status variables (ie: income, education, ethnicity, martial status) are often related to parental involvement, and in turn children’s school success.

4. Parents’ Decision to Become Involved in Children’s Education Parents construction of his/her role in child’s life. Parents sense of usefull-nessfor helping their child succeed in school The demands for parental involvement presented by both the child and child’s school.

5. It was reported that with team meetings parents verbal Interaction usually lasts only 6.5 min during a 41.5 minute meeting. Some of the parents noticed that IEP’s have a lack of organization, and no current leadership. One parent stated they talk about needs “most children” with his diagnoses have but not necessary my child.

6. Why parents transfer their disabled children to a Charter School? The findings were that the parents report satisfaction with services & a perception that charter schools provide a greater availability of Special Ed Services. The study showed that there is a considerable amount of children who have disabilities attend charter schools. Parents seen a positive change in the level of their self-esteem, their child was ready to go to school. Smaller classes.

7. The weaknesses of charters schools: There is a lack of educational information with special education and of how their services are funded Struggle for a a Charter school to continue with special education mandates. No proper transportation to transport their disabled child Little or no extra-curricular activities.

8. A study of 45 children w/developmental disabilities parents participated in a study. Ages range from 4-18 yrs . Each had an IEP. -73% of children spent part of their day in a general education classroom. -100% said that they communicated w/someone important -51% showed that they interacted w/someone at school daily basis -78% high knowledge of IEP document. -56% parents reported a moderate level of involvement. -Some parents felt school needs to be giving parents more info and support. -Some parents felt that the teachers need to have a better perception at their child’s frustration -Some parents felt that teacher forgets that their child is not a human being. -Some parents felt that the homework load was becoming too much for child to do.

9. During your child’s course of education, do you feel that you can freely express the needs of your child? • If you have meetings for your child (had/has IEP’s or other quarterly meetings), do you feel that you have/had ample time to express your feelings. • Do you feel that the need/needs of your child are seriously addressed at those meetings? • How often do you communicate with personnel at your child’s school? • Who do you communicate with? (Teacher or aide, principal, other)?

10. What is the common reason for this communication (i.e.: share information and concerns, solve problems related to the child, address disagreements or conflicts)? What is your degree of satisfaction with home-school communication (low, moderate, or high)? Always remember to have open communication with the parent of the child in the classroom. Working Together Works!!!