COMMUNICATION VERSUS COMPLIANCE - AFRICAN-AMERICAN PARENTS INVOLVEMENT IN SPECIAL-EDUCATION

A longitudinal, 3-year study investigated the participation of African -American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographi c interviews with parents and professionals, observations of conferenc es, and examination of students' documents. Despite current perception s of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children 's schooling, eventually giving way to disillusionment with the separa tions created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.