Parent involvement in an early childhood special education program: A descriptive analysis of parent demographics and level of involvement
University of Nebraska-Lincoln Psychology in the Schools
(Impact Factor: 0.72).
07/1993; 30(3):255 - 263. DOI: 10.1002/1520-6807(199307)30:3<255::AID-PITS2310300308>3.0.CO;2-3
The present study was conducted to evaluate the level of parent involvement in an early childhood special education program in a large midwestern urban school district. Areas surveyed included parents' current input, participation, and desired level of participation in the initial eligibility evaluation, the Multi-Disciplinary Team (MDT) meeting, and the initial Individual Education Plan (1EP). Additional areas assessed included parent-teacher contact, overall satisfaction with the early childhood program, and services the parent might be interested in receiving. Generally, parents were satisfied with their involvement and input in their child's educational program. Differences between parents' level of income, education, race, gender, and marital status and their subsequent level of involvement in their child's education were noted.
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