Masters Theses

Date of Award

12-1983

Degree Type

Thesis

Degree Name

Master of Science

Major Professor

W. Jean Schindler

Committee Members

Michael Hannum, Roger Frey, Carolyn Washbon

Abstract

The purpose of this study was to examine the differences in knowledge, communication, and attitudes between parents and teachers of elementary and secondary handicapped students concerning parental rights as mandated by P.L. 94-142. To accomplish this investigation, a questionnaire was devised to elicit responses in the areas of knowledge, communication, and attitudes concerning the law. Questionnaires were sent to 669 parents and 142 responded. Fifteen of 36 special education teachers responded.

Data was analyzed using t-tests, chi square tests, frequency data, and frequency response percentages. Analysis of the data revealed significant differences between parents and teachers concerning knowledge of the law, perceptions of how parents are informed of the law, and perceptions of the effectiveness of the communication process.

The major findings show that teachers have significantly more knowledge of the law than parents, although many parents were familiar with certain specifics of P.L. 94-142. A significant difference was also found in the perceptions parents and teachers have of how parents are informed. Teachers perceived communication existing in ways to which parents minimally responded. The third major finding was a difference in the perceptions of parents and teachers concerning the effectiveness of the communication process. Parents perceived themselves as being much more aware of legal issues and participation in their child's education than the teachers perceived them.

The overall communication process between parents and teachers concerning parental legal rights was perceived differently by parents and teachers. Although parents perceived communication to be adequate, the study revealed their knowledge to be significantly less than that of the teachers.

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