dc.contributor.advisor |
Lindstrom, Lauren |
|
dc.contributor.author |
Hirano, Kara |
|
dc.date.accessioned |
2016-10-27T18:33:14Z |
|
dc.date.available |
2016-10-27T18:33:14Z |
|
dc.date.issued |
2016-10-27 |
|
dc.identifier.uri |
http://hdl.handle.net/1794/20428 |
|
dc.description.abstract |
This study evaluated a model of parent involvement in secondary special education and transition planning and identified motivators affecting a parent’s decision to become involved. Survey data were collected from a national sample of 300 parents of transition-age youth with disabilities. Results of a confirmatory factor analysis indicated the model fit the data for this sample. Four motivators were associated with parental decisions to become involved: Child invitations for involvement were associated with home, school/agency and future planning involvement. Teacher invitations and time and energy were associated with school/agency involvement, and role construction was associated with home involvement. Age, disability type, and SES impacted motivators of involvement. Implications for research and practice are discussed. |
en_US |
dc.language.iso |
en_US |
|
dc.publisher |
University of Oregon |
|
dc.rights |
All Rights Reserved. |
|
dc.subject |
Parental involvement |
en_US |
dc.subject |
Transition |
en_US |
dc.subject |
Transition planning |
en_US |
dc.title |
Parent involvement in secondary special education and transition: A psychometric study |
|
dc.type |
Electronic Thesis or Dissertation |
|
thesis.degree.name |
Ph.D. |
|
thesis.degree.level |
doctoral |
|
thesis.degree.discipline |
Department of Special Education and Clinical Sciences |
|
thesis.degree.grantor |
University of Oregon |
|