Notes that when parents or guardians are closely involved in what is occurring at school, their children benefit. Considers the importance of how best to involve families in the educational process. Notes that home-school collaboration is necessary to accomplish more general, ongoing tasks, such as completing homework. Summarizes research and…

Considers how the practice of including students with disabilities in general education classes has spawned interest in academic interventions, such as homework, that allow these students to be successful. Investigates the perceptions and experiences of parents of children with and without disabilities regarding homework load and problems related…

Describes a national survey in which parents of children with and without disabilities rank-ordered a number of strategies that schools, teachers, and parents could use to improve communication about and completion of students' homework. Finds that parents of children with and without disabilities were in substantial agreement about strategies for…

Discusses parent-teacher communication problems, factors that contribute to homework-communication problems, and strategies that the whole school community can use to ensure parent involvement in the homework assignments of children with high-incidence disabilities. Focus-group recommended strategies are provided for teachers, parents,…

A survey of 639 general education teachers resulted in the following recommendations for improving home-school communication about homework for students with disabilities: release and mutual planning time, assignment books, parent attendance at meetings and daily monitoring of homework, and use of telephone networks to promote remote access to…

Recommendations for ameliorating homework-communication problems were obtained from 8 parents, 13 special education teachers, and 11 classroom teachers. Participants were parents or teachers of students with mild disabilities in grades 5 through 12. The students were being mainstreamed into academic classes in which homework was assigned. (SW)

Special-education teachers (N=673) rank-ordered recommendations for improving communication between teachers and parents concerning homework for students with disabilities. Results support the importance of general educators and parents monitoring homework, provision of opportunities for parents and teachers to communicate, exploration of…

The Nominal Group Technique was used to evaluate 44 strategies for communication between home and school about homework assigned to students with high-incidence disabilities included in regular education classrooms. Nine school administrators, family members, and general and special education teachers identified 14 strategies as the most feasible…

Nine focus groups were conducted with a total of 14 special education teachers of students with mild disabilities (grades 5 through 12), 15 parents of such students, and 14 classroom teachers. Participants identified six major homework-communication problems. These involved initiation, frequency, timing, consistency, follow-through, and clarity…

A study examined the preferences of 211 middle school students (including 17 students with learning or behavior disabilities) for 17 homework adaptations. Lowest ratings were given for teachers giving students different assignments than those given to other students in the class. Preferences were not mediated by learning or behavioral disability.…