RESUMO
This article views homework through the eyes of parents in a rural area whose children with disabilities spent a majority of their time in general education classrooms. The qualitative analysis of data from individual interviews, focus groups, and parent action research logs yielded five themes: (a) Parents felt ill-prepared to help their children with homework; (b) parents wanted more information about the classroom teachers' expectations of their child and of their roles as parents in helping with homework; (c) parents wanted their children to be given individualized homework assignments; (d) parents valued hands-on homework and projects in which the whole family could participate; and (e) parents wanted a two-way communication system that would allow them to become partners on their child's instructional team.
