Does Parental Involvement Change after Schools Assign Students an IEP?

Autor/inn/en	Kirksey, J. Jacob; Gottfried, Michael A.; Freeman, Jennifer A.
Titel	Does Parental Involvement Change after Schools Assign Students an IEP?
Quelle	In: Peabody Journal of Education, 97 (2022) 1, S.18-31 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirksey, J. Jacob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2026717
Schlagwörter	Parent Participation; Students with Disabilities; Special Education; Parent School Relationship; Influences; Poverty; Neighborhoods; Individualized Education Programs; English Language Learners; Immigrants; Parent Role; Family Environment; Individual Characteristics; Racial Differences; Ethnicity; Socioeconomic Status; Marital Status; Urban Schools; Suburban Schools; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Influence; Einfluss; Einflussfaktor; Armut; Neighbourhoods; Nachbarschaft; Individualized education program; Individualisierendes Lernen; Immigrant; Immigrantin; Immigranten; Parental role; Elternrolle; Familienmilieu; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Familienstand; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt
Abstract	Researchers suggest that parental involvement is important for parents of students with disabilities. While some research has examined parental involvement in the special education process, no research has investigated how general forms of parental involvement changes once a child begins to receive special education services. We consider various forms of parent involvement to exist within microsystems (e.g., home-based involvement) and mesosystems (e.g., school-based involvement) and how these actions are shaped by different factors of exosystems (e.g., neighborhoods) and the overarching macrosystems (e.g., poverty). With this framework, we consider the extent to which parental involvement changes for parents of students with disabilities following the assignment of the child's Individualized Education Program (IEP). Specifically using the ECLS-K: 2011, we exploit variation in home-based involvement, school-based involvement, and home-school communication based on children who have an IEP in one year but not the year before or after. Findings suggest that parents increased their home-based involvement actions following IEP assignment, though this was especially pronounced for parents from historically disenfranchised backgrounds. Findings also suggest that parents of English-language learners and second-generation students and parents in urban areas were more likely to increase their school-based involvement actions following IEP assignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01