A Review of Web-Based Special Education Resources Provided to Parents by State Departments of Education

Autor/inn/en	Farley, Jennifer; Huscroft-D'Angelo, Jacqueline; Trout, Alexandra L.; Duppong Hurley, Kristin
Titel	A Review of Web-Based Special Education Resources Provided to Parents by State Departments of Education
Quelle	In: Journal of Special Education, 54 (2020) 3, S.180-190 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920903114
Schlagwörter	Web Sites; Special Education; Access to Information; Information Dissemination; Parent Education; State Departments of Education; Conflict Resolution; Individualized Education Programs; Navigation (Information Systems); Parent Materials; Resource Materials; Parent Participation; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities + Suchen Sie Ihr Suchwort? Web-Design; Special needs education; Sonderpädagogik; Sonderschulwesen; Informationsverbreitung; Parents education; Elternbildung; Elternschule; Kultusministerium; Conflict solving; Konfliktlösung; Konfliktregelung; Individualized education program; Individualisierendes Lernen; Elternbrief; Quellenmaterial; Elternmitwirkung; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Parents who are knowledgeable of special education are more likely to engage in their child's education. Parents seek information about special education from a number of sources including State Departments of Education (SDEs). However, little is known about the web-based special education resources SDEs provide to parents. We sought to address this gap by conducting a comprehensive review of SDE websites and special education resources. Two-thirds of SDEs provided special education resources in a parent-designated section of their website. The number of resources provided varied greatly by state and the majority of resources were specific to conflict/dispute resolution. Future research should explore how information provided can best support increased parental knowledge to improve parental engagement. Limitations and implications are discussed. [For the corresponding grantee submission, see ED605808.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01