No one has the opportunity to know a child as well as his parents, so parents will help their child to improve behavior through participating with teachers and providing all the background information about their child to help the professionals assess his accommodations and modification. Parents have proven to be effective in their child’ s learning. The environment they create at home can prompt positive self-esteem and achievement (Heacox, 1990). When the teacher and parents meet to plan educational goals, they have to choose from many possible values as each defines progress in a different way.
Teachers and parents might want to see progress in all of the behavior issues. Teachers involve parents in setting these priorities. It helps to choose between academic goals, language skills, and social development. It also helps to remember that a child spends more hours with his parents than his teachers, so cooperation and accommodation of parents’ ideas are important. Parents should be encouraged to discuss home life and their child’ s behavior in the neighborhood and general community. However, it is also abundantly clear that every child deserves not only the right but the opportunity to receive the appropriate education given his or her characteristics, needs, and potential to learn and contribute to society.
This statement not only reflects common beliefs but also conforms to federal law. The IDEA (Individual with Disabilities Education Act) was enacted in 1990 and reauthorized in 1997 and 2004; it replaced PL94-142, enacted in 1975. This federal law requires that to receive funds under the act, every school system in the nation must provide a free, appropriate public education for every child between the ages of three and twenty-one, regardless of how little or how seriously he or she is disabled (Hallahan & Kauffman, 2006).
The Individual Education program (i. e. IEP) is a living document that can be amended.