PARENT INVOLVEMENT - A BEST PRACTICE OR FORGOTTEN PRACTICE

The literature concerning working with students who have severe disabi lities has continually pointed out the importance of working with pare nts. In this study 86 special education teachers from the states Alask a and Washington responded to a questionaire addressing their levels o f non-mandated parent involvement. Teachers also reported their attitu des toward parent involvement and toward the roles parents play in ref erence to the education process. Results provided indications of low n on-mandated parent involvement in many areas along with implications f or placement practices and teacher training of those who work with stu dents with severe disabilities.