Implementing Comprehensive Parent Services in Small Rural School Districts.

Autor/in	Davis, Patricia C.
Titel	Implementing Comprehensive Parent Services in Small Rural School Districts.
Quelle	(1989), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disabilities; Elementary Secondary Education; Exceptional Persons; Family Programs; Models; Parent Participation; Parent Teacher Cooperation; Program Implementation; Rural Education; Rural Family; Rural Schools; School Districts; Small Schools; Special Education; Florida + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Family program; Familienprogramm; Analogiemodell; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ländliche Erwachsenenbildung; Landfamilie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	In small rural school districts there are significant socioeconomic, cultural, and distance barriers to parent involvement in the education of exceptional children. In Florida, the history of parent involvement in exceptional student education parallels that of organized parent activism generally; rural, isolated, and minority group parents have had little involvement in either movement. Only a few models exist for parent and community participation in exceptional child education. Florida's three statewide programs are Parent to Parent of Florida, a peer support model; Parent Education Network, a parent education model; and Human Assistance Network Direction Services, an information and case management model. The Parent/Professional Partnership Model is used by the Parent Services Project in eight small rural school districts in northern Florida. The majority of families in these districts are minorities, are of low socioeconomic status, or are culturally divergent. This model focuses on mutual respect, reciprocal training, and common goals, and aims to develop a comprehensive plan covering educator and other professional training, parent education and training, parent participation, support services, sharing of information, networking, and advocacy. Detailed strategies for success with rural families in each of these areas are discussed, along with a practical outline for program development and implementation. This paper contains 18 references. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC