Examining the Relationships Among Parents' Perceptions of Their Children's Special Education Needs, Their Beliefs about Parental Involvement, and Their Decision to Homeschool
Examining the Relationships Among Parents' Perceptions of Their Children's Special Education Needs, Their Beliefs about Parental Involvement, and Their Decision to Homeschool

Author: Mary Lee Morse

Publisher:

Published: 2014

Total Pages: 170

ISBN-13:

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The school choice option of homeschooling has grown rapidly over the past two decades. An estimated 1.77 million K-12 students in the United States (3.4% of the total school-age population) were being homeschooled during the 2011-2012 school year. The purpose of this study was to gather data from homeschooling parents that would contribute to the understanding of parental involvement with school choice and of parental involvement with educational organizations. More specifically, this study determined the proportion of families in the sample (N = 333) who had children enrolled in public or private school before making the decision to homeschool and the proportion who reported homeschooling a child with special educational needs (SEN). Additionally, parents' perceptions about their participation in homeschool support groups and factors important to their decision to homeschool were explored. This quantitative study used descriptive and inferential methodologies. School choice history (whether or not the family had a child in public or private school before making the decision to homeschool) and special educational needs (SEN) status (whether or not the family reported homeschooling a child with SEN) were used as independent variables. Data analysis consisted of an examination of correlations between the independent variables and parents' perceptions of (a) homeschool support group participation, (b) opportunities for parental involvement with the homeschool support group, and (c) factors important to parents' decision to homeschool. The results of the study indicated that 50.8% of participating families had a child who attended public or private school before the family decided to homeschool. In the group of families who had a child who attended public or private before the family decided to homeschool, 60.6% of the families indicated they were currently homeschooling a child with SEN. Overall, the special educational needs of a child was rated as the least important factor in parents' decision to homeschool. However, for families who were currently homeschooling a child with SEN, this factor was significantly more important. The desire to be more involved with their children's education was rated as the most important factor in the decision to homeschool.

Redefining Virtual Teaching Learning Pedagogy
Redefining Virtual Teaching Learning Pedagogy

Author: Rohit Bansal

Publisher: John Wiley & Sons

Published: 2023-02-09

Total Pages: 468

ISBN-13: 1119867622

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Redefining Virtual Teaching Learning Pedagogy Online education is now a growing and critical piece of modern-day infrastructure and this book details how virtual teaching and learning can continue to be transformed through leveraging digital platforms. In the current technology-driven era, education systems are undergoing major changes by adopting advanced digital education strategies. Schools, colleges, and universities around the world have swiftly switched to online delivery modes. Students are learning via new platforms and the use of narrated lectures, podcasts, online quizzes, and other e-learning materials has increased. Virtual learning improves the educational experience, transforms teaching and learning, and provides rich, diverse, and flexible learning opportunities for the digital generation. It also makes students able to gain, share and verify knowledge through different sources such as social media communities, blogging, web-based content writing, video-based learning, etc. The main focus of “Redefining Virtual Teaching Learning Pedagogy” is to bring together leading academic scientists, researchers, and research scholars to exchange and share their experiences and results on all aspects of virtual learning and teaching. The chapters mainly focus on 6 critical areas of virtual teaching and learning: Curriculum and learning objectives Learning materials Pedagogic processes Classroom assessment frameworks Teacher support in the classrooms School leadership and management development. Audience Educators, researchers, academicians, entrepreneurs, and corporate professionals will gain knowledge and be updated about the role & future of virtual teaching and learning and the latest digital tools used for that purpose.

Choosing Home
Choosing Home

Author: Stephen Shore

Publisher: Jessica Kingsley Publishers

Published: 2003-11-15

Total Pages: 113

ISBN-13: 1846421713

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Martha Kennedy Hartnett is the mother of a child with Asperger's Syndrome who made the courageous choice to homeschool. Emerging from the author's personal experience, this book is a step by step account of successful home education. Choosing Home will take you into the homes of Asperger families as they journey from survival of the playground bully to making it work at home. Hartnett embraces those pertinent questions raised by parents: Will I be limiting my child's emotional and social development? How will I know if my teaching is good enough? What if I can't cope? These questions and many more are answered in this touching and insightful narrative. This is a book of hope and encouragement to all parents with an interest in homeschooling.

Perceptions of Parent Involvement in Schools from Families of Children with and Without Special Needs
Perceptions of Parent Involvement in Schools from Families of Children with and Without Special Needs

Author: Victoria W. Carr

Publisher:

Published: 2000

Total Pages: 162

ISBN-13:

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The purpose of this study was to compare perceptions of parental involvement of families who have children with special needs and families who have children without special needs from preschool through grade three. A survey of families with regard to parent involvement was conducted in Ohio. Responses from a sub-sample of 781 families who did not have children with special needs and 145 families who had children with special needs was analyzed. In general, few significant differences were found between the perceptions of parents of children with and without special needs. The differences found were related to the importance of family support and learning at home. In addition, differences in how well schools initiated and implemented parent involvement were found in volunteering and decision making dimensions. Specifically, parents of children with special needs placed more importance on receiving information about community services and discussing hopes and future plans for their children than did parents of children without special needs felt the schools did a significantly better job of inviting parents into the classroom to help. In addition, although both groups of parents rated serving on decision making committees low, parents whose children did not have special needs rated this dimension more satisfactory. No other areas within the six dimensions for both the importance of parent involvement and how well schools initiated and implemented parent involvement were found significantly different between the two groups of parents. Overall, parents perceived the schools as being moderately receptive to parental involvement.

Parental Perception of Participation in Special Education
Parental Perception of Participation in Special Education

Author: Shelley Kathleen Krach

Publisher:

Published: 2003

Total Pages:

ISBN-13:

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This study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child's educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children's education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.

Instead of Education
Instead of Education

Author: John Holt

Publisher: Sentient Publications

Published: 2004

Total Pages: 266

ISBN-13: 1591810094

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Holt's most direct and radical challenge to the educational status quo and a clarion call to parents to save their children from schools of all kinds.

An Examination of Perceived Special Education Parent Stress and the Use of Social Media Support
An Examination of Perceived Special Education Parent Stress and the Use of Social Media Support

Author: Jennifer L. Bellissimo

Publisher:

Published: 2020

Total Pages: 102

ISBN-13:

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Research has shown the parenting responsibilities that come with a child with special needs differ from the responsibilities of parenting a normally developing child (Benn, Akiva, Arel, & Roeser, 2012). To provide adequate levels of care for children with special needs parents may endure challenging experiences, resulting in parents becoming overwhelmed and experiencing higher levels of stress than other parents (Bazzano et al., 2013). Support may be available through family members, schools, and other organizations, but often, parents seek the support of those who have had similar experiences (Baum, 2004). This study examined a special education parent’s perceived stress and how the parent utilizes social media support by using a correlational design within a normative adult population. Lessenberry & Rehfeldt (2004) examined the concept of stress among parents of children with developmental disabilities and broke the concept into four domains: stressor, strain, coping resources, and coping strategies. Additionally, when examining the theoretical makeup of stress, vulnerabilities must be considered to conceptualize how a person may handle their experiences and what may develop during those experiences (Ingram & Price, 2010). Statistical analysis found that there is no relationship between social media support and a special education parent’s perceived stress. The analysis did find that a special education parent’s perceived stress is related to the education setting of the child and the severity of the disability. -- From abstract.

School, Family, and Community Partnerships
School, Family, and Community Partnerships

Author: Joyce L. Epstein

Publisher: Corwin Press

Published: 2018-07-19

Total Pages: 508

ISBN-13: 1483320014

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Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.