Parental Involvement Week 2 Paper

Parental Involvement

Parental Involvement
Joi I. Booty
Grand Canyon University SPE-522 Module 2
May 9, 2012

Introduction

This essay will strive to discuss the effects of the No Child Left Behind Act on special education reform, specifically the relationship between parents and teachers. We will discuss parental involvement in the education of their children in schools and ways to increase participation in a school setting. Lastly, we will discuss what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school.

My interview is with a mother of a freshman at Southwood High School in Shreveport, La. This was a telephone interview and the mother was very forthcoming in answering all the questions.
On the first question “How has NCLB (general education and special education reform) affected the relationship between parents and teachers? The parent replied:

I believe it has made it better for my child. I have three school age children that have gone through the Caddo Parish School System and with my older child I did not get all the updates and information that I have now with my youngest child.
(K. Davis, personal communication, May 7, 2012).
The second question “Have you been actively involved in your child’s education throughout your child’s school life? In what ways? The parent replied:

Yes I have. I am firm believer in being active in my children school work and after school activities. I am a member of the PTA, a parent monitor, teacher helper; and I also bring extra school supplies at the beginning and during the school year. (K. Davis, personal communication, May 7, 2012).

The third question “What can schools do to involve more parents in the educational process”? The parent replied:

Schools should make participation mandatory and not an option. Parents should have so many volunteer hours that they must complete every semester or every month. I volunteer twice a month in my child’s class, one block, and twice a month, that’s only three hours a month. Parents have to volunteer at these private schools or else their child cannot attend, it should be the same in a public school. The second thing I think would be good is to allow parents to teach a class, just for 30 minutes or so. If the parents knew all what teachers have to do in a class, then they would be better able to help the kids at home. (K. Davis, personal communication, May 7, 2012).

The fourth question “Do you know your rights as a parent with a special needs child”? The parent replied: “Yes, I am very well aware of my children rights when it comes to special education. I stay informed and read a lot on the internet and the hand outs my I.E.P. holder gives me at her meetings.” (K. Davis, personal communication, May 7, 2012). The fifth question was “How would you as a parent build a reliable alliance with your teacher/school”?

You should have a reliable alliance and communicate with your child. You should listen to them when they come to you with things, and not make them feel like they are lying to you all the time. Sure kids bend the truth, but that’s just the point, it’s got to be some truth in what they say to you. Listen to your I.E.P. holder; he is your personal advocate for your child. I call him and leave a message for him all the time, and he calls me back usually the same day, even if it’s after school is out. You as a parent must call teachers, I.E.P. holders, go to meetings, and move your schedule around so you can be there. These meetings are important and it tells your child you mean business. Work with all the staff that works with your child. Communication is the key. (K. Davis, personal communication, May 7, 2012). According to Farenga and Ness (2005), “the most important component to successful family involvement in the provision of services to children with special needs is information.” Information is what K. Davis; the mother that this author interviewed talked about. She said communication is key between parents and the school, the teacher, special education support staff and especially your own child. She also agreed with Farenga and Ness (2005), when they noted, “All children must show adequate yearly progress.” In summary, partnering with families is an important part of the reauthorization of Public Law 101-476,otherwise known as (IDEA), Individuals with Disabilities Education Act and a part of the latest revision of the No Child Left Behind Act of 2001. This act mandates more accountability in terms of academic results and more flexibility on how local school board and districts divide their federal dollars. Plus it gives parents from lower income families’ ways to send their children to better schools and have more input on their educational outcomes. These mandates help to level the playing field for all special education students and help them achieve a quality education.

Conclusion

This essay discussed the effects of the “No Child Left Behind Act” on special education reform, specifically the relationship between parents and teachers. We discussed parental involvement in the education of their children in schools and ways to increase participation in a school setting. Lastly, we discussed what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school.

References

Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M.E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012

Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M.E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012

References: Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M.E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012 Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M.E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012