Parental Involvement Week 2 Paper

P arntal Involvement Parental Involvement Joi I. Booty Grand shadowyon University SPE-522 Module 2 may 9, 2012 Introduction This essay for commence filtrate to talk of the effects of the No Child Left Behind displace on superfluous education reform, specific solelyy the consanguinity between advances and teachers. We will discuss paternal involvement in the education of their chelaren in inculcates and shipway to increase subtracticipation in a school setting.Lastly, we will discuss what schools can do to involve to a greater extent(prenominal) parents in the educational operation, rights and responsibilities as a parent of a supererogatory needs churl and a parents candid tactual sensation of how they would build a steady-going confederation with their teacher and school. My consultation is with a mother of a fresher at Southwood High School in Shreveport, La. This was a telephone interview and the mother was very forthcoming in answering all the capitulums. O n the first top dog How has NCLB (general education and special education reform) affected the relationship between parents and teachers?The parent replied I believe it has made it better for my sister. I have collar school age pip-squeakren 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 communication, may 7, 2012). The second question Have you been actively involved in your childs education throughout your childs school spirit? In what ways? The parent replied Yes I have. I am regular believer in being active in my children school live on and after school activities.I am a member of the PTA, a parent monitor, teacher easeer 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 pr ocess? The parent replied Schools should make club mandatory and not an option. Parents should have so many volunteer hours that they essential complete all(prenominal) 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 social function I think would be good is to allow parents to teach a class, secure 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 tell apart 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 stay informed and read a lot on the profit and the hand outs my I. E. P. holder gives me at her meetings. (K. Davis, personal communication, May 7, 2012). The fifth question was How would you as a parent build a reliable alliance with your teacher/school? You should have a reliable alliance and snuff it with your child. You should listen to them when they come to you with things, and not make them feel like they are lying 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. mind to your I. E. P. holder he is your personal advocate for your child.I call him and leave a message for him all the time, and he calls me back usually the same day, purge 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 rung that works with your child. Communication is the key. (K. Davis, personal communication, May 7, 2012). Accor ding to Farenga and mantle (2005), the most important component to successful family involvement in the render of services to children with special needs is information. Information is what K. Davis the mother that this author interviewed talked about. She state communication is key between parents and the school, the teacher, special education support staff and especially your own child. She also agreed with Farenga and Ness (2005), when they noted, All children must show adequate yearly progress. In summary, partnering with families is an important part of the reauthorization of universe Law 101-476,otherwise known as (IDEA), Individuals with Disabilities Education sour and a part of the latest revision of the No Child Left Behind make up of 2001.This act mandates more accountability in terms of academic results and more flexibility on how local school board and districts divide their federal official dollars. Plus it gives parents from lower income families ways to send the ir children to better schools and have more input on their educational outcomes. These mandates help to level the playing celestial orbit for all special education students and help them achieve a musical note 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 surplus Needs, cyclopedia 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 Special 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