Parent satisfaction with preschool special education services and process was generally positive but there are issues of concern
Areas of Satisfaction
Child's placement and opportunities to interact with nondisabled children
Quality of teachers, therapists and staff
Quality of services (type, location and frequency)
Progress made by child
Preparation for transition to school-age programs
Areas of Dissatisfaction
Delays in starting services
Lack of providers
CPSE not helpful or responsive
Insufficient parent and child preparation for transition to school-age programs
Notes: Parent ratings from mailed surveys (n=293) and follow-up forums (n=70) were in the 90-99% range regarding service quality, appropriateness, sufficiency, individualized attention, positive staff interactions with parents, and involvement in decision-making.
- e.g., 96% said their child's skills had improved.
Parents were slightly less satisfied with planning for the transition process
- e.g., 77% said good information about the transition process was provided;
- e.g., 76% said that staff spent enough time helping the parent get the child ready for school-age programs
Areas of dissatisfaction were identified in open-ended questions and generally addressed poor communication and bureaucratic procedures; a frequent mention was the difficulty in getting services started because there weren't enough providers for the services needed by the preschool student.
Preliminary summary of findings
Source: independent research by MGT of America, Inc.
NYSED VESID, DVJ
Oct. 3, 2007