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Parental Involvement in the Educational Process of Children with Special Needs. An Annotated ... PDF

418 Pages·2007·5.04 MB·English
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DOCUMENT RESUME ED 2/1 906 EC 190 214 AUTHOR Kreger, Robert D. TITLE Parental Involvement in the Educational process of Children with Special Needs. An Annotated Report. [Final Report] and Research Analysis. INSTITUTION Northeastern Univ., Boston, Mass. Special Education Programs (Er/OSERS), Washington, SPINS AGENCI' DC. PUB DATE [82] GRANT G008100429 NOTE 419p. PUB TYPE Reference Materials - Bibliographies (131) Reports - Descriptive (141) :DRS PRICE MT01/PC17 Plus Postage. DESCRIPTORS Autism; *Disabilities; Due Process; Early Childhood Education; Elementary Secondary Education; Emotional Disturbances; Hearing Impairments; Individualized Education Programs; Language Handicaps; Learning Disabilities; Mainstreaming; M, .tal Retardation; Multiple Disabilities; *Parent Materials; Physical Disabilities; Program Descriptions; *Resource Materials; Special Health Problems; Visual Impairments ABSTRACT A listing of resources is presented for parents of handicapped children. Resources are categorized according to the following types: programs, organizations, products, and additional resources; federally funded programs; national parent organizations; local parent training; and handbooks, book lists, and media. Entries are organized according to 13 topic areas: autism; early childhood; emotional disturbance; general information on disability; hearing impairments; language impairments; learning disabilities; linguistic and racial minorities; mental retardation; multiple handicaps; orthopedic handicaps; other health impairments; parehts' rights, due process, the law, individualized education programs, and mainstreaming; and visual impairments. Program information includes a brief abstract and listing of program type and population served. Entries are cross - indexed where appropriate. (CL) *********t***********w************************************************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U S DEPARTMENT OF EDUCATION PM. ,-, of Euucationai Peseaich and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) 4/41s document haS been reproduced as received from the person or nrganization or gloating it Minor changes have been made to improve reproduction quality Points of view or opinions Stated in this docu official 'rent do not necessarily represent OEFii position or policy Parental Involvement in the Educational Process of Children with Special Needs: An Annotated Report. [Final Report] and Research Analysis I Submitted by: Robert D. Kreger, Project Director Grant ;/ - G008100429 Project t - 023HH10027 CFDA: 8A.02311 Grant Negotiator: Gloria Johnson Northeastern University doston, Massach-usetts 4. ACKNOWLEDGEMENTS The Project Director wishes to acknowledge the significant contributions of the following individuals and organizations to the development of this document. Ang..lica Sawyer served as Project Assistant and performed admirably in collecting and analyzing data from agencies and interviews with parents and professionals at national, state and local levels. Denise D'Auria was invaluable in her professional approach in organizing the selected, annotated bibliography. Many national, state and local organizations and professionals were instrumental in helping us gather appropriate parent material. A partial list of many of those professionals are in the Appendix. In addition, a special thanks to Helene Anzalone for her tireless assistance in editing and to Sheila Ray and Grace Keown for their pricele.c clerical assistance. Additional gratitude is extended to Rita Lutkevich, Anne O'Neill and Stacey Timmins who as work study ass-stants performed many and varied important tasks for the project. Author's Notes The reader's attention needs to be drawn to the following matters per- taining to the format of this document. Where appropriate, ,my entry which services more than one 1. category has been cross-referenced according to page number. Under the traditional bibliographic format for See Index. each category, an additional cross-reference notation is supplied; i.e. SEE Mental Retarcition. Many of the entries of this document were obtained from pub- 2. lished sources which are cited, in parenthesized code, at the Below is an explanation of end of each entry, i.e. (ERIC). the source from which these entries were obtained. Educational Resources Instructional Center - Council ERIC for Exceptional Children. A Catalogue Dispute Settlement Procedural Safeguards: DSPS of Materials Related to Educational Rights of Handicapped Abt Associates Inc., Washington, D.C. Ruth Children. Brannon, Elaine B. Wright a--1 Christine Swearinger. PDAS - Program Development Assistance System University of Washington Seattle, Washington. TADS/WESTAR - Technical Assistance Development System University of North Carolina 500 NCNB Plaza Chapel Hill, North Carolina 27514 Western States Technical Assistance Program 345 North Monmouth Avenue Monmouth, Oregeon 97361 TPTT - Teaching Parents to Teach by: David L. Lillie and Pascal L. Trohanis, editors New York: Walker and Co., 1976. APOLOGIA With such a large undertaking, project staff are aware that some materials We also apologize to are bound to be unknowingly omitted. Th;s we regret. those authors or organizations, etc., who object to the manner in which their We realize our shortcomings in attempting to convey the work was annotated. meaning of the work of others. Often in our efforts to focus on our specific topic, we necessarily omitted certain aspects of a topic or program. In certain cases, organizations did not respond to our request and unfortunately had to be For this we apologize. In addition, time and financial constraints omitted. 4 did not allow us to contact or discover certain programs that may have For this unfortunate been pertinent for inclusion under this topic. realism, we apologize. J TABLE OF CONTENTS Acknowledgements Author's Notes Autism 10 1 Programs, Organizations, Products and Additional Resources 10 Federally Funded Programs 1 National Parent Organizations 8 Local Parent Training 9 Handbooks, Book Lists and Media 10 Early Childhood 90 11 Books, Articles and Printed Materials 11 Media 21 Programs, Organizations, Products and Additional Pasources 22 Federally Funded Programs 22 Local Parent Training 80 Handbooks, Book Lists and Media 88 Emotional Disturbance 91-112 Programs, Organizations, Products and Additional Resources 106 Federally Funded Programs 106 Local Parent Training 112 General 113-174 Books, Articles and Printed Materials 113 Media 136 Programs, Organizations, Products and Additional Resources --- 137 Federally Funded Programs 137 Local Parent Training 1r6 Handbooks, Book Lists and Media 172 Hearing impaired 175-198 Books, Articles and Printed Materials 175 Programs, Organizations, Products and Additional Resources 184 Federally Funded Programs 184 National Parent Organizations 194 National Non-Profit Organizations 195 Local Parent Training 196 Language Impaired 199-210 Books, Articles and Printed Materials 199 Media 2n3 Programs, Organizations, Products and Additional Resources 204 Federally Funded Programs 204 National Parent Organizations 209 National or State Self-Help Disability Organizations 210 Learning Disabled 211-234 Books, Articles and Printed Materials 211 Programs, Organizations, Products and Additional Resources 219 Federally Funded Programs 219 National Parent Organizations 226 National or State Self-Help Disability Organizations 227 National Non-Profit Organizations 229 Local Parent Training 232 Handbooks, Book Lists and Media 234 Linguistic and Racial Minorities 235-259 Books, Articles and Printed Materials 235 Programs, Organizations, Products and Additional Resources - - -- 241 Federally Funded Programs 241 State Training 253 (if. 7 Ulk, Local Parent Training 255 Mentally Retarded 260-282 Books, Articles and Printed Materials 260 Programs, Organizations, Products and Additional Resources 266 Federally Funded Programs 266 National Parent Organizations 282 Multiply Handicapped 283-303 Books, Articles and Printed Materials 283 Programs, Organizations, Products and Additional Resources 285 Feaerally Funded Programs 285 National Parent Organizations 300 Handbooks, Book Lists and Media 303 Orthopedically Handicapped 304-307 Books, Articles and Printed Materials 304 Media 305 Programs, Organizations, Products and Additional Resources 306 Federally Funded Programs 306 Local Parent Training 307 Other Health Impaired 308-311 Programs, Organizations, Products and Additional Resources 308 National Parent Organizations 308 National Non-Profit Organizations 310 Parents' Rights, Due Process, The Law, I.E.P.'s and Mainstreemil-- 312-383 Books, Articles and Printed Materials 312 Media 337 Programs, Organizations, Products and Additional Resources - - -- 339 Federally Funded Programs 339 National Parent Organizations 343 National or State Self-Help Disability Organizations 361 National Non-Profit Organizations 362 State Training 363 Local Parent Training 377 Handbooks, Book Lists and Media 383 Visually Impaired 384-396 Books, Articles and Printed Materials 384 Media 391 Programs, Organizations, Products and Additional Resources 392 Federally Funded Programs 392 National or State Self-Help Disability Organizations 393 National Non-Profit Organizations 394 Appendix 397 AUTISM 1 ?logjams, Organizations, Products and Additional Resources 1111 MODEL EDUCATION PROGRAM FOR AUTISTIC CHILDREN AND YOUTH PROJECT TITLE : Sandra L. Bailey, 815,753-1289 CONTACT PERSON : Department of Learning Development and Special Education PROJECT ADDRESS : Northern Illinois University DeKalb, IL, 60115 : Program for Severely/Profoundly Handicapped PROGRAM TYPE Children and Youth. POPULATION SERVED: Speech impaired and autistic children, aged 5 to 12 years, whose handicapping conditions are severe to profound, and their parents. This project represents a cooperative effort on the part PROJECT ABSTRACT : of the faculties of Special ducation, College of Education, and the Department of Communicative Disorders, College of Professional Studies, Northern Illinois University; and the School Association for Special Education-DuPage, a 29-member district cooperative located in DuPage County, Illinois. The program will serve autistic and autistic-like children of elementary and secondary ages, and features the following: 1). practice-stretching services in integrated, age-appropriate, public schools; 2). programming in community settings as well as home and school settings to increase the functional use, generalizability, and durauility of skills taught; 3). the establishment of a cadre of nonhandicapped students to act as peer models and tutors; 4). the functional communicntion and social skills required of individuals living in heterogenous environments; 5). the use of social validation principles and procedures to assess the social importance of instructional objectives and the extent to which each student has met less restrictive settings or progressively less dependent activities; 6). the use of personnel from many disciplines to participate in educational decision making and programming; 7). the del- ivery of comprehensive inservice programs; and 8). services to parents and their inclusion as educational planners and imple- menters. Services are provided in a suburban, regular elemen- tary school. Twenty-nine school districts are involved. (1980-82 PDAS) PROJECT MATERIALS DEVELOPED FOR PARENT USE Not indicated. :

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Disturbances; Hearing Impairments; Individualized. Education Disabilities; Mainstreaming; M, .tal Retardation;. Multiple . TPTT - Teaching Parents to Teach by: .. 2). parent participation in instruction with students during the.
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