Parental Knowledge, Involvement, and Satisfaction with Their Child's Special Education Services

Abstract

The purpose of this study was to determine levels of parental knowledge of PL 94-142, participation in special education-related activities, and satisfaction with special education services. A three-page questionnaire was sent to 200 parents with children receiving special education services in a Midwestern metropolitan school district. The questionnaire contained items concerning parents' knowledge of PL 94-142 rights and procedures, parental participation and involvement in special education-related activities, and parental satisfaction with special education services. One hundred twelve parents responded to the questionnaire (56%). The sample primarily consisted of Caucasian mothers. Respondents were knowledgeable about procedures and provisions of PL 94-142, highly involved in their child's special education services, and generally satisfied with services their child was receiving. Parent participation was correlated with parent satisfaction with their child's IEP, school personnel, and special education services. Parents of children with learning disabilities, emotional disabilities, and mild cognitive disabilities were more involved than parents of children with speech and language disabilities. Implications of parentinvolvement with their child's special education services are discussed.