PARENTS, PROFESSIONALS, AND INCLUSIVE EDUCATION - A CALL FOR COLLABORATION

We report on a study in which nine parents interested in placing their children with disabilities in inclusive educational settings were int erviewed about their experiences with and perceptions of schools. Stud y participants reflected the cultural diversity found in the greater N ew York area, and their children ranged in age and ability. Results in dicated that parents felt that the schools' philosophy and practices w ithin special education do not necessarily support the goals they hold for their children. Parents' perspectives on the treatment they recei ved from schools in their attempts to secure inclusive placements for their children indicate the need for more meaningful collaboration bet ween parents and educators. Future directions are explored.