Survey of Family Involvement in and Satisfaction with the Los Angeles Unified School District Special Education Processes

Autor/inn/en	Hernandez, Jaime E.; Harry, Beth; Newman, Lynn; Cameto, Renee
Titel	Survey of Family Involvement in and Satisfaction with the Los Angeles Unified School District Special Education Processes
Quelle	In: Journal of Special Education Leadership, 21 (2008) 2, S.84-93 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Parent School Relationship; Parent Participation; Family Involvement; Satisfaction; Special Education; Urban Schools; Telephone Surveys; Socioeconomic Status; Race; Family Characteristics; Ethnicity; Individualized Education Programs; Language; Severity (of Disability); Student Characteristics; Age Differences; Comparative Analysis; California + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Zufriedenheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Telephone interview; Telefoninterview; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Ethnizität; Individualized education program; Individualisierendes Lernen; Languages; Sprache; Schweregrad; Age; Difference; Age difference; Altersunterschied; Kalifornien
Abstract	The parent-school relationship for families of students with disabilities is clearly prescribed by law and is one of the main tenets of the Individuals with Disabilities Education Act (IDEA), 2004 (Newman, Cameto, & Hernandez, 2005). The measurement of this relationship presents a challenge in the context of what is meaningful participation, particularly for families from culturally and linguistically diverse (CLD) backgrounds. This challenge is intensified further by the limited research and literature centered on large-scale systematic measures of parent participation. Within the context of class-action lawsuits associated with special education, parental feedback serves as valuable testimony to demonstrate a district's noncompliance with IDEA. This feedback often may be limited to those parents who are dissatisfied and may not be representative of the population of parents of students with disabilities. Furthermore, this feedback may not adequately include the voices of traditionally underserved populations. Because it is evident that there is great variation among parents described as CLD, the findings of a survey in the Los Angeles Unified School District (LAUSD) illustrate some of the key characteristics that may differentiate such families. The purpose of this article is twofold. The first is to highlight five characteristics that seem to make a difference to parental awareness, participation, involvement, and satisfaction. These characteristics are: (1) race/ethnicity; (2) socioeconomic status (SES); (3) native language; (4) the level of severity of the child's disability; and (5) the grade level of the child. The second aim is to compare findings for the LAUSD population with those of the national survey conducted by the National Longitudinal Transition Study (NLTS2). (Contains 11 footnotes and 6 tables.) (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10