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Perspective on Parental Involvement in the Diagnosis and Treatment of Learning Disabled Children

James A. McLoughlin received his degree in special education from the University of Arizona. At present he is an assistant professor in the Department of Special Education at the University of Kentucky.

Denzil Edge, PhD

Denzil Edge an assistant professor of special education and coordinator of the graduate program in learning disabilities at the University of Louisville, was trained at Ohio State University.

Bernard Strenecky, EdD

Bernard Strenecky graduated from the University of Rochester. At present he is an assistant professor of education at the University of Louisville. Requests for reprints should be sent to Dr. McLoughlin at the Department of Special Education, University of Kentucky, Lexington, 40506.

The provisions of the Education for All Handicapped Children Act can have a profound impact on parent-teacher relationships. The potential exists for a cooperative effort, as well as for an antagonistic one. This paper argues for the importance of parent-professional cooperation. Recognizing that new relationships often have to be consciously developed, the authors suggest a number of roles which can foster cooperation in educational settings. — G.M.S.

Parents should be involved in services for their learning disabled children. In clinics, schools, homes, and communities there are many ways parents and professionals can cooperate more fully. Each phase of the intervention process, from identification through evaluation, offers ample opportunities for parent involvement.

Journal of Learning Disabilities, Vol. 11, No. 5, 291-296 (1978)
DOI: 10.1177/002221947801100505


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