Perception of parents of year four children, of the process of assessment leading to special examination arrangements

Abstract

The purpose of this study was to examine the parents' perceptions and involvement in the process of assessment leading to special examination arrangements of their children and the children's reactions to the arrangement. Psychologists were contacted, given details about the study and asked to identify clients who were eligible to participate in the research. The parents were contacted and requested to collaborate. Eventually four pairs of parents participated. The interview method was adopted and the following areas have been investigated: (a) the parents' experience of the assessment process, (b) their involvement ( c) communication with the educational institution concerned, and (d) their child's reactions to the special examination arrangements. This study indicated that the parents were very satisfied with the assessment process. They also felt that the school is of primary importance as it is with the school that they have to deal before and after the assessment. This study further revealed that two of the four children were grateful for the assistance provided, however the other two children felt that the examination arrangement made them feel inferior to their peers. In general, this study revealed: (a) the need for parents to be involved in the process of assessment of their children; (b) the necessity for establishing a higher level of interaction with the educational institutions involved; and ( c) the importance of taking cognisance of children's feelings during the psychological assessment. Overall, this study confirms that parents exhibit a level of concern when their children are subjected to assessment. In conclusion, professionals can gain by taking cognisance of the results of this study especially with regards to the parents expectations as a result of the psychological assessment of their children.