Parent involvement: A model for program development

1987 ◽  
Vol 8 (2) ◽  
pp. 7-13
Author(s):  
Bonnie G. Joyce
Keyword(s):  
Parent Involvement ◽  
Program Development ◽  
Educational Program ◽  
Parent Participation ◽  
Handicapped Children

Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their child's educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their child's educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvement activities in which they would like to participate. Most parents express interest in participating in a combination of activities, which serve as the basis for the model.

Parent Participation in Individualised Educational Program Planning in NSW Schools for Specific Purposes

1996 ◽  
Vol 20 (2) ◽  
pp. 5-16 ◽  
Author(s):  
Jennifer Stephenson
Keyword(s):  
Parent Involvement ◽  
Quality Assurance ◽  
Educational Program ◽  
Parent Participation ◽  
Program Planning ◽  
Parent Attitudes ◽  
Individual Educational Program

This paper examines the role that parents play in Individual Educational Program (IEP) planning in Schools for Specific Purposes (SSPs) in NSW. Quality Assurance reports on these schools provide information about parent participation and about teacher and parent attitudes to this participation. Many of the practices and attitudes found mirror the experiences reported in USA in the late 1970s and 1980s as parent participation in IEP planning became established in that country. Some suggestions are made as to possible strategies to increase parent involvement by recognising parent values as important determinants of IEP content.

Involving Fathers in Head Start: A Framework for Public Policy and Program Development

1993 ◽  
Vol 74 (1) ◽  
pp. 4-21 ◽  
Author(s):  
James A. Levine
Keyword(s):  
Parent Involvement ◽  
Head Start ◽  
Young Children ◽  
Program Development ◽  
Human Services ◽  
Local Level ◽  
Relevant Literature ◽  
Health And Human Services ◽  
Department Of Health ◽  
Successful Program

Twenty-five years after the founding of Head Start, the nation's most politically successful program for young children has discovered men. The Department of Health and Human Services is using Head Start as the center' piece of its “male initiative” to increase the involvement of fathers and other males in the lives of young children. This review, synthesizing relevant literature on child development, parent involvement, and service delivery, offers a set of guidelines that policymakers can use to increase the likelihood that male initiatives at the national or local level will be politically as well as programmatically successful.

Perceptions of Some Priority Issues in Education among Rural Parents and Teachers

1986 ◽  
Vol 30 (1) ◽  
pp. 85-91 ◽  
Author(s):  
Alan D. Bowd ◽  
Colin R. Boylan
Keyword(s):  
Parent Involvement ◽  
Curriculum Development ◽  
Local Community ◽  
Social Role ◽  
Parent Participation ◽  
Community Characteristics ◽  
Employment Opportunities ◽  
Education And Employment ◽  
Rural Parents ◽  
Parent Involvement In Education

Eighty-nine teachers and fifty-nine active members of parent organizations associated with the teachers' schools were surveyed regarding their perceptions of significant issues in education. Issues were rated as high, medium or low priority and then rank-ordered separately for parents and teachers. Overall ranking for the two groups differed significantly. Ratings of issues bearing upon parent involvement in education and employment opportunities for students were more highly rated by parents than teachers. When ratings of most curriculum-related issues were compared for the two groups they were not found to differ significantly. The results were interpreted to reflect broad social role differences between parents and teachers as well as local community characteristics. Some implications for fostering parent participation in curriculum development were outlined.

The Development and Implementation of Self-Care Programs with Severely and Profoundly Handicapped Children

AAESPH Review ◽  
1978 ◽  
Vol 3 (3) ◽  
pp. 178-184 ◽  
Author(s):  
Clark Wambold ◽  
Christine (Hopper) Salisbury
Keyword(s):  
Program Development ◽  
Self Care ◽  
Handicapped Children

This paper describes procedures used in a program to teach self-care skills—particularly bathrooming—to severely and profoundly handicapped children. Program development, implementation, and evaluation are described. The results indicate that severely and profoundly handicapped children can become self-sufficient in particular self-care skills.

scholarly journals Conducting the Needs Assessment #1: Introduction

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 4
Author(s):  
Matthew Benge ◽  
Amy Harder ◽  
Laura Warner
Keyword(s):  
Needs Assessment ◽  
Program Development ◽  
Agricultural Education ◽  
Educational Program ◽  
Development Process ◽  
Community Or ◽  
Planning Implementation ◽  
The Right

An integral step in the program development process is identifying the needs of a community. Educators seeking to develop and deliver an educational program must first be informed of what their audience lacks in order to develop the right curriculum or training. This initial publication in the Conducting the Needs Assessment series provides a brief introduction to the planning, implementation, and prioritization of needs within a community or specific clientele group. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Matthew Benge, Amy Harder, and Laura Warner. https://edis.ifas.ufl.edu/wc340

Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education

2006 ◽  
Vol 24 (1) ◽  
pp. 80 ◽  
Author(s):  
Yan Guo
Keyword(s):  
Parent Involvement ◽  
Second Language ◽  
Secondary Schools ◽  
Parent Participation ◽  
Relevant Literature ◽  
Teacher Communication ◽  
Children's Education ◽  
The Past ◽  
Children’S Education ◽  
K 12

When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.

Sign in / Sign up

Export Citation Format

Share Document