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

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.

Identiferoai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/20428
Date27 October 2016
CreatorsHirano, Kara
ContributorsLindstrom, Lauren
PublisherUniversity of Oregon
Source SetsUniversity of Oregon
Languageen_US
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
RightsAll Rights Reserved.

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