Family Background and Parent-School Interactions in Parent Involvement for At-Risk Preschool Children with Disabilities

Autor/inn/en	Rispoli, Kristin M.; Hawley, Leslie R.; Clinton, Marianne C.
Titel	Family Background and Parent-School Interactions in Parent Involvement for At-Risk Preschool Children with Disabilities
Quelle	In: Journal of Special Education, 52 (2018) 1, S.39-49 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918757199
Schlagwörter	Family Characteristics; Parent Background; Parent School Relationship; Parent Participation; At Risk Students; Preschool Children; Disabilities; Low Income Students; Early Intervention; Experience; Family (Sociological Unit); Preschool Education; Surveys; Demography; Predictor Variables; Comparative Analysis; Racial Differences; Cohort Analysis; Correlation; Head Start Family and Child Experiences Survey + Suchen Sie Ihr Suchwort? Elternhaus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Erfahrung; Familie; Survey; Umfrage; Befragung; Demografie; Prädiktor; Rassenunterschied; Kohortenanalyse; Korrelation
Abstract	Using data (N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspects of parent-school interactions. Parent involvement was greater for White compared with Black and Hispanic parents of all children. Higher parental education related to greater involvement at the end of the year only for parents of children with disabilities. Parent perceptions of teacher support and school communication differentially moderated associations between predictors and parent involvement for children with and without disabilities. Results inform an individualized approach to fostering involvement among low-income parents of children with disabilities in early education. (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	2020/1/01