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Special education teachers' and parents' perceptions of parent involvement in special education in three Boston public schools
Abstract
Parents' and special education teachers' perceptions of parent involvement in special education were studied in three Boston Public Schools. Parent involvement was ascertained based on a number of variables related to communication, decision making and participation in school activities. The study assessed how parents currently perceive their role in the special education process, satisfaction with their child's special education program and how they would like to participate in school special education activities. The study similarly assessed special education teachers' perceptions of parent involvement in various activities and decision making, and satisfaction with school practices and efforts to facilitate active parent involvement. The information for this study was collected through two questionnaires (one for parents and one for teachers) and a follow up interview question for teachers to assess the school's monitoring practices and procedures as it relates to special education. Questionnaires (English and Spanish version) were distributed by mail to 463 parents and 38 teachers. Completed questionnaires were received from 106 parents and 33 special education teachers for a total of 139 respondents. Oral interviews were completed on the 33 teacher subjects to assess opinions regarding school monitoring practices and procedures. The responses of the two groups were analyzed using a t-test. Results were described through a discussion based on major and minor hypotheses. Responses were compared to existing laws and past research findings related to parent involvement. The results of this study were consistent with the findings of earlier studies. Parents and teachers indicated a desire for more parent involvement. School distance, income, and household status did not affect parent participation. Variables found to have a significant difference in preferred level of involvement were race and educational level of parent. Major reasons cited by parents as barriers to more parental involvement were work and household commitments such as taking care of younger children. The majority of teachers cited similar responses as reasons for lack of parent involvement. The study also revealed that 43.4% of parents surveyed do not feel knowledgeable enough about special education laws and procedures to make informed decisions regarding their child. In general, it appears parents are satisfied with their child's special education program, but still are not "equal participants".
Subject Area
Special education
Recommended Citation
Crawley, Alvin Leonard, "Special education teachers' and parents' perceptions of parent involvement in special education in three Boston public schools" (1990). Doctoral Dissertations Available from Proquest. AAI9100516.
https://scholarworks.umass.edu/dissertations/AAI9100516