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出版Information Services Division, Toronto Board of Education, 1986
ISBN08888118889780888811882
URLhttp://books.google.com.hk/books?id=HUfIPAAACAAJ&hl=&source=gbs_api
註釋A study assessed parental satisfaction or concern with the identification, placement, and review process as developed and implemented by the Special Education Department of the Toronto Board of Education. Interviews were completed with 208 parents who participated in the process during January and February 1986. Fifty-eight percent of the parents belonged to non-Canadian cultural groups, including Portuguese, English, West Indian/African, and Chinese: the majority of their children were divided into six groups: elementary learning disability/reading clinic; elementary gifted; secondary (not gifted); physical handicaps, behavioral problems, and hearing problems; deferred; and not exceptional. In general, the parents interviewed evaluated the process very positively: they felt comfortable and relaxed in meetings which they felt were open, professional, and informative. Problems did exist in some areas, including lack or unavailability of materials in the parents' native language, poor parent preparation and inadequate information, the length of the process, parental alienation from information sharing and decision making before, during, and after the procedural meetings, and the structure and procedures of the committee. Analysis of placement by cultural group indicated that Canadian and West Indian/African parents had the highest percentages of children in the elementary learning disability/reading clinic programs and that Portuguese, West Indian/African and Chinese parents had the lowest percentage of children in the elementary gifted programs. Appendices include a special education guide for parents, a resource booklet for parents of children in the gifted program, a special education fact sheet, a flow chart of the identification/placement process, and the interview questions. (CB)