A Comparison of American Indian and Non-American Indian Parental Involvement in the IEP Process: Perceived Needs for Involvement and Training. Final Report.
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This final report discusses the activities and outcomes of a study that investigated the involvement of American Indian/Alaska Native (AI/AN) and non-American Indian/Alaska Native parents of children with disabilities in the general educational and Individualized Education Program (IEP) processes, and the specific needs of parents that would encourage their greater participation in the IEP processes. A total of 132 parents responded to a parent involvement survey, including 34 AI/AN parents and 98 non-AI/AN parents. Results indicated that although AI/AN parents reported that they were not involved as members of a school committee, they were involved in the education of their children with disabilities by attending school events, helping their child complete teacher assigned home activities, establishing a home environment conducive to learning, receiving information from the school about their child, and volunteering at their childs school. Conversely, the data suggest that in the Individualized Education Program process, AI/AN parents were not involved to the same extent in the special education-specific parent roles. Few reported involvement in the roles of political advocate or member of family-directed or family-centered organizations. Finally, the majority of AI/AN parents reported that they always attend IEP meetings for their child. (CR)
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|Author:||Gajar, Anna; Matuszny, Rose Marie|
|Date:||Oct 1, 2002|
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