Relational Factors Influencing Parents' Engagement in Special Education for High School Youth with Emotional/Behavioral Problems

Autor/inn/en	Carlson, Ryan G.; Hock, Robert; George, Melissa; Kumpiene, Gerda; Yell, Mitch; McCartney, Esther D.; Riddle, David; Weist, Mark D.
Titel	Relational Factors Influencing Parents' Engagement in Special Education for High School Youth with Emotional/Behavioral Problems
Quelle	In: Behavioral Disorders, 45 (2020) 2, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riddle, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919883276
Schlagwörter	High School Students; Parent School Relationship; Parent Participation; Emotional Disturbances; Behavior Disorders; Special Education; Parent Attitudes; Students with Disabilities; Parenting Styles; Family Involvement; Interpersonal Communication; Parent Teacher Cooperation; Cooperative Planning; Individualized Education Programs; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternverhalten; Disability; Disabilities; Behinderung; Interpersonale Kommunikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Individualized education program; Individualisierendes Lernen
Abstract	This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01