Measuring the Quality of Family—Professional Partnerships in Special Education Services

Summers, Jean Ann; Hoffman, Lesa; Marquis, Janet; Turnbull, Ann P.; Poston, Denise J.; Nelson, Laura L.

doi:10.1177/001440290507200104

Cited by 125 publications

(116 citation statements)

References 29 publications

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“…These engines should be considered as an imperative part of the governments, requiring them to provide the facilities and appropriate policies to ensure the quality of education for their citizen in every domain such as research, community service, etc. (Summers et al, 2005). If nations wish to generate higher levels of employment, they must facilitate higher employment skills so that citizens can serve their society nationally and internationally and uphold norms (Beeby, 1966).…”

Section: Introductionmentioning

confidence: 99%

Students’ perception of quality in higher education: An empirical investigation

Allam¹

2018

10.5267/j.msl

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Students' evaluation of quality in higher education is becoming increasingly important and widely accepted. Various researchers have reported that "high quality" education creates sustainability among students to accomplish their goals over a period of time. The intention of the present study was to explore students' perceptions of quality in higher education in terms of curriculum content, learning and teaching experiences, institutional resources and outcome and assessment. A total of 91 students were randomly selected from the business and engineering colleges within Prince Sattam bin Abdulaziz University. The data were analyzed using descriptive and inferential statistics to obtain accurate results pertaining to the motif of the research. The findings revealed that total institutional factors emerged as one of the most prominent predictors of the outcome and assessment within the two different aforementioned disciplines. This paper concludes with suggestions for further investigation.

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Section: Introductionmentioning

confidence: 99%

Students’ perception of quality in higher education: An empirical investigation

Allam¹

2018

10.5267/j.msl

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“…This survey included both established scales as well as novel questions. More specifically, the 163-item survey included: the Family-Professional Partnership Scale (Summers et al 2005), the Special Education Rights and Advocacy Scale (Burke and Hodapp 2014), Activities of Daily Living Scale (Seltzer and Li 1996), and Scales of Independent Behavior-Revised (Bruininks et al 1996). The survey also included items that we created (e.g., whether parents enacted their procedural safeguards).…”

Section: Methodsmentioning

confidence: 99%

“…In this survey, we modified the scale to ask about their experiences with the Individualized Education Program (IEP) team. The scale consists of 18 items, with two subscales of nine items each (Summers et al 2005). In the Child-Professional Relationship subscale, parents rated the degree to which they felt that their child's IEP team has the skills to help the child succeed; builds on the child's strengths; treats the child with dignity; keeps the child safe; and speaks up for the child's best interests when working with other service providers.…”

Section: Family-professional Partnership Scalementioning

confidence: 99%

Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder

Burke

Goldman

2014

J Autism Dev Disord

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Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed.

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“…Research has examined PI in the light of various family related approaches such as the family-centered approach and with reference to different professionals-parents' partnership models (Bailey et al, 1991;Crais et al, 2006;Dunst, 2002;King et al, 2003;Summers et al, 2005). In the recent years, an increased level of PI in the education of their children has been reported in different societies.…”

Section: Introductionmentioning

confidence: 99%

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

Rusu¹,

Alaluf²

2018

The European Proceedings of Social and Behavioural Sciences

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There are few investigations of the involvement of parents of children with special needs (SN) in relation to the various disabilities of the children and their potential effect on teachers' attitudes towards the parental involvement (PI) in school and in the inclusion process. In a research conducted among 138 Israeli special and regular education teachers involved in the education of children with three types of disability (complex disabilities, learning disabilities and attention deficit disorders and behavioral problems) it was found that teachers of pupils with complex disabilities (such as autism or motor disabilities) have more favorable attitudes toward PI in school than teachers of children with other types of disabilities. This difference was significant at level of attitudes toward parental involvement in decision-making in general and decision making regarding the individual educational programs (IEP) for SN children in particular.Significant differences were also found between the attitudes of teachers of pupils with behavioral problems to the other teachers regarding the contribution of PI to the SN pupil and its progress in school. The findings are discussed in the light of promoting school-parents' partnerships in Israel and in other countries.

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Measuring the Quality of Family—Professional Partnerships in Special Education Services

Cited by 125 publications

References 29 publications

Students’ perception of quality in higher education: An empirical investigation

Students’ perception of quality in higher education: An empirical investigation

Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

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