Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Follow-Up Study to Family Members’ Reactions to the Initial Special Education Meeting

Dr. Lawrence Ingalls, Dr. Helen Hammond, Mr. Carlos Paez, Mr. Ivan Rodriguez
  • Dr. Lawrence Ingalls (Author) University of Texas at El Paso image/svg+xml
    Dr. Lawrence Ingalls is an Associate Professor at the University of Texas El Paso. He is in the Department of Educational Psychology and Special Services. His expertise is in the field of educational assessment of culturally and linguistically diverse students. He has been actively involved in research on family involvement, American Indian education, and young offenders in our school systems.
  • Dr. Helen Hammond (Author) University of Texas at El Paso
    Dr. Helen Hammond is an Associate Professor at the University of Texas El Paso. She is in the Department of Educational Psychology and Special Services. Her expertise has been in the area of parental involvement with school personnel and in providing home intervention programs. She has specific interests in early intervention and in speech and language services.
  • Mr. Carlos Paez (Author) University of Texas at El Paso
    Mr. Carlos Paez was a doctoral student at the University of Texas El Paso. He was hired to be a graduate assistant within the College of Education. He worked closely with Drs. Ingalls and Hammond on several research projects. His duties primarily entailed data analysis and computations. He has since completed the doctoral program and is officially Dr. Carlos Paez.
  • Mr. Ivan Rodriguez (Author) University of Texas at El Paso
    Mr. Ivan Rodriguez was a graduate student working on a master’s degree in Guidance and Counseling at the University of Texas El Paso in the Department of Educational Psychology and Special Services. He served the Department as a Graduate Assistant supporting faculty on various research projects. He has since completed the master’s program and is a counselor for a local community agency.
DOI
https://doi.org/10.64546/jaasep.306
Abstract
Family involvement is a central component of Individuals with Disabilities Education Act (IDEA). Family members are to be integrated in all aspects of the special education process. At the onset, of family involvement, it is imperative for educators to be aware of possible reactions family members may experience in this initial stage. This follow-up study examined family members’ reactions from their initial introduction into the special education system. Interviews with 281 family members over a five-year span provided supportive results of a previous study examining family members’ reactions. In this study, the researchers also report on detailed suggestions from the family members on ways to improve their initial involvement were additionally compiled in this study.
Keywords
Disabilities, Educational Legislation, Equal Education, Family Involvement, Federal Legislation, Followup Studies
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How to Cite
Ingalls, L., Hammond, H., Paez, C., & Rodriguez, I. (2016). Follow-Up Study to Family Members’ Reactions to the Initial Special Education Meeting. Journal of the American Academy of Special Education Professionals, 11(2), 43-63. https://doi.org/10.64546/jaasep.306

Spring/Summer 2016

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  • Article Type Articles
  • Submitted May 2, 2016
  • Published June 15, 2016
  • Issue Spring/Summer 2016
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