Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |