Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?

Abstract

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.