African-American Family Involvement in Early Childhood Special Education Programs.

Autor/inn/en	Tillmann, Jennifer D.; Ford, Laurie
Titel	African-American Family Involvement in Early Childhood Special Education Programs.
Quelle	(1996), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitudes; Black Students; Children; Early Childhood Education; Elementary Education; Family Involvement; Parent Influence; Parent Participation; Parent School Relationship; Parent Student Relationship; Special Education + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Researchers have found that family involvement in a child's education increases academic success. This study investigated the role of parents in children's education programs. Also examined were how these families perceived their own level of involvement in their child's education. Focus groups composed of African-American family members with children in early childhood special education programs were used to explore these issues. Preliminary results suggest that family involvement depends on the type and degree of communication and contact with school personnel. It was also found that the initial discovery and knowledge of a child's disability can be devastating for parents. Parents must then begin to work through the special education system starting out with little information. Social support, collaboration with school personnel, and availability of community agencies are necessary to help parents in order to enhance and ease the difficulty of raising a child with special needs. Implications for professionals in the field, such as how they can further involve families in their child's education, are also discussed. More investigation into how parents view availability and effectiveness of support is necessary. Contains 24 references. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC