African-American Family Involvement in Early Childhood Special Education Programs.

Overview & Synopsis

Researchers have found that family involvement in a child's education increases academic success. This study investigated the role of parents in children's education programs. Also examined were how these families perceived their own level of involvement in their child's education. Focus groups composed of African-American family members with children in early childhood special education programs were used to explore these issues. Preliminary results suggest that family involvement depends on the type and degree of communication and contact with school personnel. It was also found that the initial discovery and knowledge of a child's disability can be devastating for parents. Parents must then begin to work through the special education system starting out with little information. Social support, collaboration with school personnel, and availability of community agencies are necessary to help parents in order to enhance and ease the difficulty of raising a child with special needs. Implications for professionals in the field, such as how they can further involve families in their child's education, are also discussed. More investigation into how parents view availability and effectiveness of support is necessary. Contains 24 references. (RJM)