In addition, as a result of their own personal experiences in school, people frequently have many incorrect or limited perceptions. They may perceive that all students in a classroom must be at the same instructional level, or be able to work at the same rate, or have the same learning objectives in order to participate together in learning activities. These traditional models of instruction still exist, but they do not lend themselves well to addressing the needs of the majority of diverse learners found in classrooms today. The issue of rights and protections adds further complexity to the question of how students with disabilities fit into school reform. Furthermore, they are concerned about whether the general education system can meet anyone s needs, let alone the needs of students with disabilities.
Parents often experience resistance to their involvement in setting policy for schools.
Some barriers are cultural and require customized outreach efforts that take into account the diverse norms and experiences of families. Others, like scheduling meetings at inconvenient times, are organizational and can be addressed in a more general fashion. Families often feel that educational decisions are made by other people who understand the issues better or who have control of the funds necessary for reform. In addition, some families who would like to be involved need access to information to be effective participants. Sometimes, people who have a strong interest in the schools are not informed and thereby are left out of the discussions and the decision-making process.