Parental Involvement Week 2 Paper

agnate Involvement Parental Involvement Joi I. Booty Grand Canyon University SPE-522 module 2 May 9, 2012 Introduction This strain will strive to hash out the effects of the No Child Left Behind Act on special education reform, specific all(prenominal)(prenominal)y the relationship between promotes and instructors. We will converse fireal participation in the education of their children in schools and ways to summation participation in a school setting.Lastly, we will discuss what schools trick do to involve more raises in the educational process, rights and responsibilities as a parent of a special unavoidably child and a parents trickdid opinion of how they would pretend a reliable shackle with their teacher and school. My interview is with a cause of a freshman at Southwood High work in Shreveport, La. This was a telephone interview and the mother was very forthcoming in answering all the questions. On the start question How has NCLB (general education and speci al education reform) affected the relationship between parents and teachers?The parent replied I believe it has made it better for my child. I beget three school age children that have gone through the Caddo Parish School System and with my older child I did not get all the updates and information that I have now with my youngest child. (K. Davis, personal conversation, May 7, 2012). The routine question Have you been actionively involved in your childs education throughout your childs school life? In what ways? The parent replied Yes I have. I am firm worshiper in being active in my children school work and afterwards school activities.I am a member of the PTA, a parent monitor, teacher helper and I also bring extra school supplies at the beginning and during the school year. (K. Davis, personal communication, May 7, 2012). The third question What can schools do to involve more parents in the educational process? The parent replied Schools should make participation mandatory a nd not an option. Parents should have so some volunteer hours that they must complete every semester or every month. I volunteer twice a month in my childs class, one block, and twice a month, thats only three hours a month.Parents have to volunteer at these private schools or else their child cannot attend, it should be the same in a public school. The second thing I think would be good is to allow parents to teach a class, exactly for 30 minutes or so. If the parents knew all what teachers have to do in a class, then they would be better able to help the kids at home. (K. Davis, personal communication, May 7, 2012). The fourth question Do you know your rights as a parent with a special needs child? The parent replied Yes, I am very well aware of my children rights when it comes to special education.I pacify informed and read a lot on the internet and the overstep outs my I. E. P. bearer gives me at her meetings. (K. Davis, personal communication, May 7, 2012). The fifth quest ion was How would you as a parent build a reliable alliance with your teacher/school? You should have a reliable alliance and communicate with your child. You should get wind to them when they come to you with things, and not make them feel like they are cunning to you all the time. Sure kids bend the truth, but thats just the point, its got to be some truth in what they say to you. Listen to your I. E. P. holder he is your personal advocate for your child.I skirt him and leave a center for him all the time, and he calls me back usually the same day, even if its after school is out. You as a parent must call teachers, I. E. P. holders, go to meetings, and move your schedule around so you can be there. These meetings are important and it tells your child you mean business. Work with all the round that works with your child. Communication is the key. (K. Davis, personal communication, May 7, 2012). According to Farenga and Ness (2005), the near important component to successful family involvement in the provision of go to children with special needs is information. Information is what K. Davis the mother that this author interviewed talked about. She said communication is key between parents and the school, the teacher, special education support staff and curiously your own child. She also agreed with Farenga and Ness (2005), when they noted, All children must maneuver adequate yearly progress. In summary, partnering with families is an important part of the reauthorization of Public faithfulness 101-476,otherwise known as (IDEA), Individuals with Disabilities rearing Act and a part of the in vogue(p) revision of the No Child Left Behind Act of 2001.This act mandates more accountability in terms of academic results and more tractableness on how local school board and districts divide their federal dollars. incontrovertible it gives parents from lower income families ways to send their children to better schools and have more infix on their educat ional outcomes. These mandates help to level the playing field for all special education students and help them achieve a quality education. ConclusionThis essay discussed the effects of the No Child Left Behind Act on special education reform, specifically the relationship between parents and teachers. We discussed parental involvement in the education of their children in schools and ways to increase participation in a school setting. Lastly, we discussed what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parents candid opinion of how they would build a reliable alliance with their teacher and school.References Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, encyclopaedia of Education and Human Development. Vol. 3. Armonk, NY M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012 Farenga, J. and Ness, D. (2005). Families of Children with Spec ial Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012