Publication Date

1-1-1998

Document Type

Dissertation/Thesis

First Advisor

Kinder, Diane

Degree Name

B.S.Ed. (Bachelor of Science in Education)

Legacy Department

Department of Special and Early Education

Abstract

Research suggests that parental involvement in the educational system fosters intellectual and emotional growth in children. Parents, however, often feel threatened by the educational system; consequently, they do not play an active role in their child's educational experience. Because research suggests that it is in the best interests of the child for parents to playa more active role, teachers need to assume the responsibility of creating a learning environment that welcomes parental involvement. On-going parent/teacher communication becomes essential to this process. Based on observations of special education classes, surveys, and informal interviewing of both teachers and parents of children with disabilities, the manual serves as a tool for fostering positive teacher/parent relations. The paper serves as further justification for the necessity of positive communication between parents and teachers.

Comments

Includes bibliographical references.

Extent

63 unnumbered pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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