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Influences on Teachers' Attitudes of the Parents' Role as Collaborator

Martha G. Michael is a teacher of students with multiple handicaps in the Columbus Public Schools. She has served as a consultant on transition to adult life with the Center for Special Needs Populations and the Helen Keller National Center. She received her PhD in special education in 1990 from The Ohio State University. Address: Martha G. Michael, Beechcroft High School, 6100 Beechcroft Road, Columbus, OH 43229.

Kevin D. Arnold

Kevin D. Arnold is an assistant professor of educational administration at The Ohio State University, the assistantdirector of the Center for Special Needs Populations, and a psychologist in private practice. He received his PhD in 1983 in developmental psychology from The Ohio State University. His current work involves issues of family coping and behavioral problems of children and youth with and without mental retardation.

Larry A. Magliocca

Larry A. Magliocca is an associate professor of special education at The Ohio State University and the associate director of the Center for Special Needs Populations. He has served as a teacher, director of special education, and a state and national consultant in special education. His PhD is in special education from The Ohio State University. His current work involves the teaching of problem-solving skills in the context of content-oriented curriculum.

Shawn Miller

Shawn Miller is a graduate student in family therapy at The Ohio State University and is currently residing in the San Francisco area.

A descriptive study was conducted to identify factors that influence special education teachers' attitudes about parents as educational collaborators. The study found that teachers view parents as more capable and are more open to parent input if they interact more frequently. Student age was found to influence openness, independent of interaction frequency. None of the factors analyzed were found to be related to perceptions of incapability. The results are interpreted as consistent with other collaboration studies that indicate greater amounts of interactions increase positive attitudes about others' roles in collaboration.

Remedial and Special Education, Vol. 13, No. 2, 24-30 (1992)
DOI: 10.1177/074193259201300205


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