Family Perceptions of Participation in Educational Planning for Children Receiving Mental Health Services

Family participation in educational planning for children with disabilities is believed to result in plans that are more responsive to the child's needs and that lead to better social, emotional, and educational outcomes. Participation in educational planning is also a fundamental right of pare...

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Bibliographic Details
Published inSchool social work journal Vol. 32; no. 1; pp. 75 - 92
Main Authors Jivanjee, Pauline, Kruzich, Jean M, Friesen, Barbara J, Robinson, Adjoa
Format Journal Article
LanguageEnglish
Published Lyceum Books, Inc 01.10.2007
Subjects
Counselor Role
Disabilities
Educational Objectives
Educational Planning
Emotional Disturbances
Family Involvement
Family School Relationship
Health Services
Individualized Education Programs
Mental Health Programs
Outcomes of Education
School Social Workers
Social Work
Special Education
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Summary:Family participation in educational planning for children with disabilities is believed to result in plans that are more responsive to the child's needs and that lead to better social, emotional, and educational outcomes. Participation in educational planning is also a fundamental right of parents and a cornerstone of special education legislation. This article describes a study in which 133 family members of children with serious emotional disorders rated their perceptions of their participation in educational planning for their children. Findings indicated that family members' perceptions of their participation were mixed. As professionals charged with bridging the gap between school and family, social workers have important roles in engaging families in educational planning processes so that they feel that their values are being taken into account and that they have influence. (Contains 2 tables.)
ISSN:0161-5653