Describes the pilot phase of an innovative program that uses a structured group format to orient parents to their expected roles and to educate and support them in the process of deciding their children's futures. (Author/MP)

Parents are given suggestions of home activities to stimulate their preschool child who may be exceptionally bright, creatively gifted, advanced in reading or advanced in math. It is recommended that parents use these activities in spontaneous play situations. (CL)

Examines the issue of whether children's perceptions of maternal socialization behaviors are characterized by a preference for permissive mothers or for mothers who intervene to stop misbehavior. It is suggested that the majority of children studied (ages 4 to 8.5 years) preferred the interventionist mother. (MP)

An examination of the assumptions underlying parent participation in the education of handicapped children suggests that parent preferences have not been considered. A model of graduated participation is offered in which parents determine the extent of their participation. (Author/CL)

The involvement of parents in the assessment of their handicapped children should be guided by eleven questions touching on such aspects as reason for referral, purpose of the assessment, composition of the multidisciplinary team, and nature of the assessment report. (CL)

The author considers how gifted students act when they achieve a peak experience or self-actualization, with particular emphasis on the role which parents play. (SB)

The author discusses the development of social skills by the physically disabled adolescent, ways parents can help, the development of intimate adult relationships, and the effects of cerebral palsy on sexuality. Five organizations for the disabled or their families are listed. (DB)

Comments on a review of literature on families of retarded children focusing on the neglected role of the father and criticizes the authors, Price-Bonham and Addison, for recurring ambiguity regarding the level of retardation and bias toward pathology in the family of the retarded child. Comments by Sharon Price-Bonham follow. (Author/BEF)

Adolescents' perceptions of parental behavior (parental control, maternal love and control, and maternal hostility and autonomy) was shown to discriminate among juvenile offenders and nonoffenders. (Author/CM)

A teacher of educationally subnormal children discusses ways in which parents can be encouraged to become involved in their children's education. (CL)

The article reviews ways in which parents of handicapped children can become involved with the schools, and two models (an oral program for deaf students in which parents are trained to provide language stimulation, and a program for autistic children involving parents in behavioral treatment) are described. (CL)

The parent of a handicapped child cites the importance of daily communication between home and school and describes a method of daily report cards based on the individualized education program. (CL)

The mother of a multiply handicapped child relates how her attitude and approach to life changed from being passive to that of being assertive in obtaining services for her daughter. Initial reactions upon hearing of her child's handicaps are recounted, and steps to take in dealing with professionals are considered. (SBH)

Intended for parents, it offers 14 suggestions for working with schools to meet the special needs of gifted children. Among recommendations are the following: examine your own attitudes first, become a letter writer, be sure of your information before suggesting changes, and don't be afraid to talk about money. (SBH)

In examining Quebec's mandated system of parent advisory committees, it was found that improved conceptualizations of the appropriate roles for parents to assume in the schools are needed. (MM)