how American parents interact with American education system

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STUDENTS NAME:
COURSE TITLE:
COURSE CODE:
PROFESSOR:
INSTITUTION AFFILIATION:

HOW AMERICAN PARENTS INTERACT WITH AMERICAN EDUCATION SYSTEM.
AMERICAN FAMILIES WHO HAVE CHILDREN WITH DISABILITIES.
1. Interaction with American education system.
There is a special education system for children with disabilities or other difficulties in the
United States. This system is designed with their special needs in mind. Sometimes the
challenges may be due to special needs like emotional trouble, learning or physical disability or
other reason. Children in need of special attention have a right to receive special education from
the American public school system. Special education is instruction made to meet individual
needs of children of children with special needs or with disabilities. It may involve personal
instructions in hospital, in class or other environments. Children in need of special education
require individualized instructions and are offered this education at no cost in American public
schools. They also have rights and are protected by federal laws that ensure they receive free and
appropriate public education. The two most important laws are;
1. Individuals With Disabilities Education Act (IDEA)
The Individuals With Disabilities Education Act is a federal law that authorizes special
education for children with disabilities in the United States. It also authorizes early
intervention services of states offer to infants and preschoolers with disabilities. This law has

been amended many times over the years. The most recent being approved by congress in
December 2004.
2. Section 504.
Section 504 of the rehabilitation act of 1973 is a civil rights law that prohibits all programs
and activities, whether public or private, that receive federal funds from discriminating based
on disabilities. This law applies to all public school districts. Under 504, a person with
disability is a person with a physical or mental impediment that substantially limits one or
more principal life activities, has a record of that limitation, or may be considered to have
that limitation. Section 504 compliance falls under the office of civil rights of the United
States Department of Education. The categories of disabilities under which children are
eligible to receive the free special education include the following;
1. Autism
2. Deaf-blindness
3. Deafness
4. Developmental delay
5. Emotional disturbance
6. Hearing impairment
7. Specific learning disability
8. Speech or language impairment
9. Traumatic brain injury
10. Visual impairment including blindness

It is important that parents advocate for their children’s rights in case they have disabilities as
this is expected of them. The parents should be well aware of the process of special education for
their children in order for their participation to be effective. In some instances, there are parents
who believe that they don’t have equal rights as other parents because they have not finalized
their immigrant status or do not speak English. In the United States all parents regardless of
country of origin or if they can speak English or not have equal rights concerning the special
education needs of their children with disability. To add on this;
1. The school should ensure the parent is aware of the rights in a way that is easy for them
to understand.
2. The parent has a right to disagree with the schools action regarding the classroom the
child is allocated. The parent can initiate steps to rectify this wrong.
3. The parent is free to be a member of a team that will decide the special needs of the
children with disability and location of the child’s instruction.
4. Parents who don’t speak English have a right to get the help of an interpreter to be
organized by the school.
5. The school must ensure confidentiality of the child’s condition is kept.
6. Schools must seek written consent from the parent allowing them to perform evaluation
on the disabled child to establish whether they are in need of special education or not.

2. Parents expectations.
Parent’s expectations of the school teachers indicate that they expect quality of teaching,
happiness, fair, discipline and their child’s academic progress. Parents of children with
disabilities also have the same expectations but the additional legislation regarding children with

special education needs has clearly shown what they have a right to expect concerning their
child’s education. When parents and teachers of children with special education needs, there is a
general concern that a relationship may be developed based on stereotypical view of either party
rather than knowledge and experience of the individuals concerned. However, if the interactions
are built on trust, they will both be honest about what they expect from each other. Parents are
advised to be more explicit and honest in their expectations in order to play an active role in the
relationship that develops between them.

3. Belief
Parents with children with special education needs also have two opinions concerning the
education system of their kids. One group which is the lesser one suggests that the kids should
not be included in mainstream schools. The other group suggests inclusive education for the
children. They argue that inclusive education leads to p...


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