Perspective on Parental Involvement in the Diagnosis and Treatment of Learning Disabled Children
- 1 May 1978
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 11 (5) , 291-296
- https://doi.org/10.1177/002221947801100505
Abstract
The provisions of the Education for All Handicapped Children Act can have a profound impact on parent-teacher relationships. The potential exists for a cooperative effort, as well as for an antagonistic one. This paper argues for the importance of parent-professional cooperation. Recognizing that new relationships often have to be consciously developed, the authors suggest a number of roles which can foster cooperation in educational settings. — G.M.S. Parents should be involved in services for their learning disabled children. In clinics, schools, homes, and communities there are many ways parents and professionals can cooperate more fully. Each phase of the intervention process, from identification through evaluation, offers ample opportunities for parent involvement.Keywords
This publication has 6 references indexed in Scilit:
- What Parents of the Learning Disabled Really Want from ProfessionalsJournal of Learning Disabilities, 1977
- Parent Groups: Their Role in a Better Life for the HandicappedExceptional Children, 1976
- A Lost Generation of ParentsExceptional Children, 1975
- The Special Education Contract for Mildly Handicapped ChildrenExceptional Children, 1972
- MODIFICATION OF BEHAVIOR PROBLEMS IN THE HOME WITH A PARENT AS OBSERVER AND EXPERIMENTER1Journal of Applied Behavior Analysis, 1972
- Categories and Variables in Special EducationExceptional Children, 1972