Long gone are the days of parent phone chains. Today, faster communications and instant alerts for any situation can empower school administrators to handle difficult events and put parent concerns at ease with better prepared school safety management. Keeping students safe and families informed in an increasingly uncertain world is a top priority…

The first days of school can be scary for parents, too. As a child reaches an age where she is ready to begin school, the very thought can overwhelm any parent. As a parent of a child with a disability there are added considerations. Nonetheless, transitions through the early years of school can become relatively easier for both the parents and…

The author considers ways in which parents of exceptional children are made to feel they are to blame for the child's problems. Lack of hospital follow-up and problems in finding appropriate recreational and school settings are noted. (CL)

When a child is identified as a student with a disability, families are called upon to become more involved than ever before. Primarily, they are to act as team members in making crucial decisions about their child's future education. Sadly, many parents are not recognized as having valuable information regarding their child. In order to act as…

Discussed are ways to make more effective use of parent-teacher conferences to help handicapped and normal children. (DB)

The article describes the feelings of two parents at a school planning conference to devise a plan for their son who was having behavioral difficulties in fourth grade. The role of the educational consultant in representing the child and participating in school planning meetings is described. (SW)

The article presents a case in which parents sought advice about school placement for their 6-year-old daughter who had been having difficulty learning in the first grade. Quotes from each parent present their perceptions of the individualized education program (IEP) meeting. (SBH)

The excerpt from Parent Conferences in the Schools covers parents' rights under P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

In this article, the author, gives advice to parents of children with special needs on establishing valuable communication with their teachers and special education team. To establish communication, the author suggests that parents: (1) Join the parent teacher team and learn about the child's school and programs; (2) open the lines of…

An excerpt is reprinted from "Between Parent and School" by M. Kappelman and P. Ackerman in which the authors discuss the impact parents of exceptional children can have upon the school system. (CL)

This tongue-in-cheek article gives examples of ways in which educators give lip service to such principles as recognizing the rights of parents and valuing parent contributions but actually still try to avoid significant parent impact on their own work with students. (DB)

The case study protrays a conflict between the parents of an 11-year-old boy with reading disabilities and the school which the child attends. (SBH)

Parents of a premature infant with possible developmental problems were having marital difficulties stemming from different attitudes and approaches towards the professionals treating their child. (CL)

The parent of a blind child urges other parents of handicapped children to realize their value in relationships with professionals by presenting ideas and information and cooperating with teachers and administrators in problem solving. She emphasizes the importance of parents understanding and communicating their own limits. (CL)

A case study illustrates the family dynamics of a seven-year-old with academic and social problems. The parents' inability to deal with overly technical information presented in a written evaluation report is noted, as is the mother's view of her son's school behavior as a reflection of her personal inadequacy. (CL)