Schools and families with special needs children: five portraits
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Abstract
Significant problems exist in the communications and expectations between school staff and parents of children with special educational needs. In cases where parents and school staff clearly miscommunicate, negative and destructive forces can be unleashed. Although state and federal laws mandate parental involvement and due process, in all too many cases, what actually occurs is minimal and Pro Forma. The purpose of this research was to explore relationships between families with special needs children and teachers. The research literature was replete with studies which suggested that the total experience for the child was improved and enhanced when parents and schools work together. The foundation for this qualitative dissertation was a two phase study that examined dimensions of the relationhip which exist between home and school. In Phase I , data concerning families were collected from school records and expanded through structured interviews with twenty-five families. School staff who were involved with these families also participated individually in structured interviews . These data were used to identify five families who were selected to participate in Phase II, the focus of the study, which was a detailed, qualitative study in a naturalistic environment. The data collected supported the theories of Lightfoot (1978) and Tomlinson (1983) which emphasized the significance of cultural differences, the negative implications caused by stereotypes, and the importance of mutual respect, trust, and clear communication. The results of the study indicated the range and individuality of relationships between parents and teachers which impact the child's educational program and suggest individual planning for all parents .
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Dissertation (Ed.D.)--Boston University
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