Family Involvement is a Right and a Responsibility

Responsibility of Schools

Professionals have a responsibility to provide an appropriate education for the students they serve. Research and effective practice make it clear that this requires moving beyond the legal minimums regarding family involvement. The Council for Exceptional Children’s Code of Ethics and Professional Standards devotes a section specifically to “Parent Relationships,” stating that professionals are to “seek to develop relationships with parents based on mutual respect for their roles in achieving benefits for the exceptional person” (CEC, 2003, p. 3).

When parents and families first begin working with schools on the education of their child, they may not be knowledgeable concerning their role and its requirements in the planning, conducting, and evaluating of programs for their child. Therefore, CEC states that professionals should “extend opportunities for parent education utilizing accurate information and professional methods” (2003, p. 3). When needed, professionals should attempt to offer educational opportunities that meet the needs of the families of students with disabilities. Sileo, Sileo, and Prater (1996) identified four areas in which parents might request information in order to facilitate their involvement as members of family-school partnerships. These areas might include:

1. Parent education programs that focus on skills
2. Parent education programs that help parents influence their children’s education
3. Awareness programs to help family members’ understanding of how to interact as partners
4. Informational programs and employment opportunities in areas that benefit both the school and the family

Educators who seek to encourage and support partnerships with families should adopt and implement practices that include developing and providing programs requested by the families that are relevant to their needs. 

The President’s Commission on Excellence in Special Education issued a report in 2002 entitled A New Era: Revitalizing Special Education for Children and Their Families. One of the major recommendations in the report is to increase parental empowerment and school choice. Under this recommendation, the report states “Parents should be provided with meaningful information about their children’s progress, based on objective assessment results, and with educational options” (p. 35). In addition to this recommendation, the report states “IDEA should empower parents as key players and decision-makers in their children’s education” (p. 35).

Responsibilities for Families

There is little argument that family involvement is not only a right but also a responsibility for family members. To fulfill their parental responsibility, parents will need support from their educational partners to:

1. Learn about the services being provided to their child with disabilities.
2. Learn about the curriculum that is being followed by the school.
3. Become knowledgeable of the school and district policies that affect their child.
4. Influence administrative decisions concerning their child.
5. Influence policymaking of the organization providing services.

Educators must realize that parent responsibilities will not be fulfilled unless they cooperate and work with families assisting them in the process of learning about and working within the educational system. However, as significant changes continue to occur in our social structures, family involvement has become more difficult. School personnel need to recognize that soliciting family involvement is their responsibility; but simply inviting parents to attend meetings is not sufficient. Educators must take specific steps to encourage and reinforce family involvement.