Parental Roles in Special Educational Programming—A Brief for Involvement

Kelly, Edward J.

doi:10.1177/002246697300700403

Cited by 12 publications

(5 citation statements)

References 33 publications

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“…, & d q u o ; ' --. ' ' CONCLUSION The training of parents as primary therapists for handicapped children is a relatively new technique in special education (Gordon, 1973;Kelley, 1973;Lillie, 1975). The purpose of this investigation was to examine the efficacy of three methods of home-based parent training.…”

Section: Resultsmentioning

confidence: 99%

An Evaluation of the Efficacy of Televised Home Instruction: Teaching Parents to be Trainers of Their Preschool Handicapped Children

Holsworth¹,

Currie²

1982

Journal of the Division for Early Childhood

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The purpose of this investigation was to evaluate three modes of home-based parent training, designed to teach parents to be the primary therapist of their preschool handicapped children. Subjects (N = 40) were rondomly assigned to one of four treatment conditions. Subjects assigned to conditions 2, 3, and 4 were given instructional materials necessary for teaching their handicapped children four developmental skills that they had not yet acquired. Pretest and posttest data were collected on parental training skills. A 4 x 4 x 2 ANOVA for repeated measures supported three conclusions: (1) parents do learn the behavioral strategies necessary to train their handicapped children; (2) televised programming is equally efficient as print media In transmitting the bellavioral strategies which parents employ; and (3) when televised programming is combined with the traditional print media, parental apprehension of training skills is significantly better than with either media alone.

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Section: Resultsmentioning

confidence: 99%

An Evaluation of the Efficacy of Televised Home Instruction: Teaching Parents to be Trainers of Their Preschool Handicapped Children

Holsworth¹,

Currie²

1982

Journal of the Division for Early Childhood

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“…Consequently, close co-operation between the two should enhance the growth and development of the child. Although many professionals in both general and special education view parental involvement as a potential solution to pressing educational problems, there are many others who object to extensive parental involvement, because of the complexities of the modern educational process and parental indifference (Kelly, 1973). In contrast, several rationales support parental involvement in the schools.…”

Section: The Role Of the Parents In Tmr Educationmentioning

confidence: 99%

“…What is taught in school becomes meaningful only when parents are interested and involved in their child's school learning (Kelly, 1973). Kelly emphasized that if parents are not involved in the school program, they will continue to contribute to their child's problems.…”

Section: The Role Of the Parents In Tmr Educationmentioning

confidence: 99%

Career education for the trainable mentally retarded: Issues and concerns

Barry

Wilgosh

1984

Int J Adv Counselling

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The paper reviews the development of the career education concept generally, and more specifically as related to trainable mentally handicapped individuals. Issues and concerns of direct relevance to this population are discussed.Significant changes in the provision of education for the retarded have taken place in the past two decades, the most notable being the de-institutionalization movement and the provision of free, appropriate public school education for all school age handicapped individuals in the U.S. (Williams, 1981).The career preparation of retarded adolescents has been an area of concern for many years. Work-study programs have become part of many schools' curricula to meet the vocational and community adjustment needs of students preparatory to leaving the school. However, a survey of 2,804 parents and guardians of retarded individuals showed that 84.4070 of severely retarded and 59.8% of moderately retarded persons had never held a job (Ginglend and Carlson, 1977). Stacts (1976) estimated that less than 2% of the handicapped school population is being served by vocational education. These figures illustrate the need for the development of relevant, appropriate programs.It is not sufficient that the mentally retarded simply fade into the ranks of the unskilled and semi-skilled workers; it is important that they become socially and occupationally prepared to function as contributors within the community setting. Career education, taking a broader perspective than does vocational education, is a total educational concept, providing knowledge, skills, and attitudes that students need for the various life roles and settings they will encounter during their lifetimes.

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“…While the Task Force was referring to the increase of parent participation within education in general, its finding of parental demands for a voice in the education of their children closely paralleled the changes occuring in special education. This new direction of parent participation has been ably chronicled by Clements and Alexander (1975) and Kelly (1973). Therefore, rather than review the history of parent involvement, it is sufficient to say that, in special education, we have moved from a position of limited parental involvement (Bijou & Sloan, 1966;Brown, 1969) to the present-day position of extensive parent involvement in the educational programming of their children (Feldman, Byalick, & Rosedale, 1975;Grimm, 1974;Kroth, 1975).…”

mentioning

confidence: 96%

“…94-142 wili eliminated former objectives to parent involvement. Professionals will not be able to limit parent participation by describing the complexities of the education process or decrying the malignance or indifference of parents (Kelly, 1973). Instead, professionals will have to become more consistent with the position that Barsch (1969) advocated when he insisted that parents should be treated as coeouals ir~ the educational process.…”

mentioning

confidence: 99%

Parent Involvement

Marion

1979

Teacher Education and Special Education

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Parental Roles in Special Educational Programming—A Brief for Involvement

Cited by 12 publications

References 33 publications

An Evaluation of the Efficacy of Televised Home Instruction: Teaching Parents to be Trainers of Their Preschool Handicapped Children

An Evaluation of the Efficacy of Televised Home Instruction: Teaching Parents to be Trainers of Their Preschool Handicapped Children

Career education for the trainable mentally retarded: Issues and concerns

Parent Involvement

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