Parents' Perceptions of Schooling for Severely Handicapped Children: Home and Family Variables

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Abstract
Findings on home-school relationships for 99 parents of severely impaired school children, ages 3 to 8, are presented. An interview was developed to assess parents' satisfaction with schooling, their involvement with it, their communication with the school, and the benefits they as parents believed they derived from schooling. The study also sought to determine relationships among the above four dimensions of schooling and aspects of the family and home environments. Overall, “high” involvement and satisfaction were reported by the majority of parents. Parent involvement correlated significantly with many factors reflecting the home and quality of parenting, including overall family adjustment and level of mother's education.