Parent Involvement and parent expectations are important factors in successful academic and career outcomes for students who are d/Deaf or hard of hearing. Parental roles are particularly important during the transition planning process for students with disabilities. Results are presented from an exploratory study of 56 parents that measured…

This study investigated school exclusion's relationships with student characteristics, mother characteristics, parental involvement, school location, and service provision. The researchers examined data from 4,837 students in seventh to 12th grade extracted from a national data set. Multivariate results showed that student's age, gender,…

The rights of all students to participate in extracurricular programs are required by current law but are often nonexistent, misunderstood, or even sometimes purposely not shared with parents. This article is addressed to parents regarding the rights of their children with disabilities to participate in extracurricular sport activities. Included…

The purpose of this article is to investigate the potential role of parent involvement and parent expectation in postschool outcomes for individuals who are d/Deaf or hard of hearing (DHH). Students who are DHH have lower retention and employment rates than their peers. Recognizing the importance of family in developmental outcomes for all…

Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult…

Individuals with Disabilities Education Improvement Act (IDEIA, 2004) mandates that each student with a disability has an individualized education program (IEP). The IEP serves as the curriculum roadmap for special education services. In order to generate a clear roadmap, full team communication is necessary. The purpose of this paper is to…

Since 1975 active parent participation in all aspects of educational programming for students receiving special education services has been legally mandated, initially with the Education for All Handicapped Children Act (PL 94-142), then in 1990 with the Individuals with Disabilities Education Act (IDEA) (PL 102-119), and most recently with the…

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural…

The Individual with Disabilities Act has strengthened the role of parents in their children's special education. School social workers are one of the educational professionals in attendance at IEP staffings, yet their role definition continues to be poorly articulated. This qualitative study investigated school social work helpgiving practices…

The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of…

The Individuals with Disabilities Education Improvement Act 2004 (IDEA) requires public schools to assure that parents of students with disabilities have the opportunity to participate in Individualized Education Program (IEP) meetings. Strengths-based IEPs focus on student strengths and abilities, rather than weaknesses and disabilities, in…

This report presents Special Education Indicator Performance data tables for 173 Bureau of Indian Education schools. Indicators include: (1) Graduation Rate; (2) Dropouts; (3) Assessment Targets; (4) Assessment Targets--Reading; (5) Assessment Targets--Mathematics; (6) Suspensions and Expulsions--High School; (7) Suspensions and…

The document focuses on five similarities that exist between the Vocational Rehabilitation Act of 1973 and the Education for All Handicapped Children Act of 1975. Explored are establishment of the severely handicapped as a priority, individualized written programs, client and/or parental involvement, required annual evaluation, and assessment and…

Incarcerated youth are among the least academically and behaviorally competent students in the United States. In spite of juvenile justice reform efforts, including state and federal guarantees of appropriate education, educational services in juvenile corrections (JC) schools, especially for youth with disabilities, are lacking (Houchins,…

Semi-structured interviews using Cognitive Interview method techniques were conducted with nine Culturally and Linguistically Diverse parents of students with disabilities in this exploratory study. Parents recalled experiences asking questions and making advocacy statements at Individualized Education Program meetings. Four major findings were…