Parent involvement in secondary special education and transition: A psychometric study

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.