{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4946"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4946","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Parental Understanding and Satisfaction with Special Education Services in the State of Texas","abstract":"Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.","abstract_html":"Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.","abstract_has_math":false,"creators":["Patton, Angela Havard"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bullock, Lyndal M.","Hudson, Johnetta","Combes, Bertina H.","Fritsch, Ronald E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-12","date_published":"2005-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Special education -- Parent participation -- Texas.","Special education -- Texas.","cultural diversity","parental understanding","parental satisfaction","special education","parental involvement"],"languages":["English"],"rights":["Public","Copyright","Patton, Angela Havard","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 69924523","https://digital.library.unt.edu/ark:/67531/metadc4946/","ark: ark:/67531/metadc4946"],"render_values":[{"text":"oclc: 69924523","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4946/","href":"https://digital.library.unt.edu/ark:/67531/metadc4946/","code":true},{"text":"ark: ark:/67531/metadc4946","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4946","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bullock, Lyndal M.","Hudson, Johnetta","Combes, Bertina H.","Fritsch, Ronald E."]},{"key":"dc:creator","label":"Author","values":["Patton, Angela Havard"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special education -- Parent participation -- Texas.","Special education -- Texas.","cultural diversity","parental understanding","parental satisfaction","special education","parental involvement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Patton, Angela Havard","Copyright is held by the author, unless otherwise noted. 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If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Parental Understanding and Satisfaction with Special Education Services in the State of Texas"]}]}],"canonical_facts":{"dc:contributor":["Bullock, Lyndal M.","Hudson, Johnetta","Combes, Bertina H.","Fritsch, Ronald E."],"dc:creator":["Patton, Angela Havard"],"dc:date":["2005-12"],"dc:description":["Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups."],"dc:format":["Text"],"dc:identifier":["oclc: 69924523","doi: 10.12794/metadc4946","https://digital.library.unt.edu/ark:/67531/metadc4946/","ark: ark:/67531/metadc4946"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Patton, Angela Havard","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Special education -- Parent participation -- Texas.","Special education -- Texas.","cultural diversity","parental understanding","parental satisfaction","special education","parental involvement"],"dc:title":["Parental Understanding and Satisfaction with Special Education Services in the State of Texas"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}