Date of Award
1-1-1992
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
C. Achilles
Committee Member
Charles L. Faires
Committee Member
Ronald A. Newell
Keywords
community services, computerized telephone information system, disability services, Education of the Handicapped Act, educationally handicapped students, elementary education, emotionally handicapped students, family support, information centers, in-service training, learning disabilities, mentally handicapped students, parent education, parent involvement, parent-professional partnerships, parent training programs, preschool handicapped students, program development, service coordination, special education, special education information systems, teacher workshops, training programs, uninvolved parents, workshop activities
Abstract
This report describes the process used in an elementary school setting to develop and implement a systematic information system for parents of educationally handicapped students. Areas of need which were addressed include comprehensive parent training programs; methods of providing parents the necessary special education information that were systematic, confidential, consistent and accurate; methods for improving the parent-education partnership and strategies to connect parent and appropriate community services.
The settings for this study consisted of two elementary schools with a special education population consisting of learning disabled, emotionally handicapped, mentally handicapped and preschool handicapped.
As a result of the MARP action plan strategies, a district-wide systematic information center was established to provide parents and professionals with current information and sources of assistance for all aspects of disabilities. The highlight of this system was the computerized telephone information system. Through appropriate in-service and workshop activities, parents and service providers acquired new knowledge and skills to build the active partnership between parents and professionals envisioned by Congress in the Education of the Handicapped Act and other major disability laws.
Other successes of the Center included involving the traditionally uninvolved parent and increasing coordination of community services to children with disabilities and their families. Additional schools in the district are implementing the computerized telephone information systems as a method of providing convenient, concise and cogent special education information to parents.