Parent involvement in secondary special education and transition: A psychometric study
Datum
2016-10-27
Autor:innen
Zeitschriftentitel
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Verlag
University of Oregon
Zusammenfassung
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.
Beschreibung
Schlagwörter
Parental involvement, Transition, Transition planning