The family as affected by schooling for severely retarded children

The implementation of Public Law 94–142, The Education for All Handicapped Children Act of 1975, promises massive impact on the dynamics of families that have a severely impaired child. These children had previously been denied access to school and were at great risk for placement outside the natural home. The new law provides an individualized program for all these children, doorstop busing, and necessary auxiliary services—all at no cost to the parents. The schools must invite parents to participate in all key phases of the educational program. Opportunities for study include the possible change of parent attitude about giving up the child to some community or institutional placement, the extent to which parents elect to accept the school's invitations to participate, and effects on their own parenting skills of the school's techniques of behavior control and training of basic self-care skills. Both the development of attachments between parents and their handicapped child and the role of social networks that evolve through school contacts require exploration.

Developmental psychology · Educational and Psychological Assessments · Family and Disability Support Research · Parental Involvement in Education · Psychology

• Child Development and Personal Social Networks

  Moncrieff M Cochran, Moncrieff Cochran et al.•Child Development•1979

  Add to list

• Early Experience and the Socialization of Cognitive Modes in Children

  Robert D Hess, Virginia C Shipman•Child Development•1965

  Add to list

• The significance of speech to newborns

  Harriet L Rheingold, Judith L Adams•Developmental Psychology•1980

  Add to list

• Kinship and Family Organization

  Atlee L Stroup, Bernard Farber•Social Forces•1967

  Add to list