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Essay / Research Paper Abstract
An 8 page paper expanding on a paper with the same name, adding 3 studies and a discussion of the efforts of Massachusetts parents. Teachers have the educational background providing theory and practical experience in dealing with learning disabilities, but parental involvement is crucial for fine-tuning educational focus for each child. Achievement at the highest levels possible for any child requires that the family and “the system” work together as a team. Neither parents nor teachers can propel a LD student to highest achievement when working on their own. Bibliography lists 7 sources.
Page Count:
8 pages (~225 words per page)
File: CC6_KSeduParMult2.rtf
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long been claimed that unruly children have been wrongly classified as being learning disabled when in fact they were merely undisciplined. Parents and teachers alike have been accused of
drugging younger children into submission following wrongful diagnosis of Attention Deficit Disorder (ADD), for little reason than children failed to meet expectations of acceptable behavior during school hours.
Adding cultural and linguistic differences to the mix further complicate matters. Much of the research of recent years has been trained on overcoming these
language and behavior issues while also "teaching around" any learning disabilities that may be present. Achievement and Parental Involvement Teachers in all
specialties and in general education overwhelmingly report that parental involvement is a significant factor in any childs ultimate success. Even the stressed single parent can offer the child strong
and consistent encouragement, contributing to his success even if the parent is unable to attend special functions or otherwise be actively involved. Many studies have confirmed the beneficial role
of parental involvement in their childrens education; that of Reynolds (1994) is only one, but a large and long-term one. Reynolds (1994) used
as subjects some of the children at the Chicago Child Parent Center and Expansion Program for his study of 1,106 low-income Black children. The children were "differentially exposed to
school-based, comprehensive-service components for up to 5 or 6 years of intervention (preschool to Grade 3). Results indicated that the duration of intervention was significantly associated, in the expected direction,
with reading and mathematics achievement, teacher ratings of school adjustment, parental involvement in school activities" (p. 787). Van Reusen and Bos (1994) also
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