Educational Goals for Individuals with a Severe Disability: Parental and Professional Preferences

TL;DRAbstract

The involvement of parents in the education of their child with a severe disability is based upon legal mandates, philosophical principles, and research data. As Hilton and Henderson (1993) noted, There is little debate about the importance and potential benefits of involving parents in the education of students with severe (p. 199). Parental involvement in the education of children with severe disabilities clearly takes many forms. Parents are active in curriculum development, program organization, social integration, and serve as change agents in the educational process. Parental involvement should be built upon the premise that parents are partners or collaborators in the goal-setting process (Bailey et al., 1986). For parent-school collaboration to be worthwhile it should move beyond the concerns of how to get the appropriate signature on the appropriate line of the appropriate form by the appropriate date (Shevin, 1983, p. 17). Parent-school collaboration should lead to meaningful

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