Date of Award

1-1-2011

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (xiii, 165 pages) : illustrations

Dissertation/Thesis Chair

Amanda Nickerson

Committee Members

Deborah Kundert, Stacy Williams

Keywords

Children, Disabilities, Education, Motivation, Parent Involvement, Special Education, Special education, Home and school, Parents of children with disabilities, Parent-teacher relationships

Subject Categories

Education | Psychology | Special Education and Teaching

Abstract

Parents of students in special education have greater barriers to parent involvement than parents of students in general education. Little is known, however, about the factors that facilitate or impede involvement practices for this group. This study investigated the extent to which the motivational factors from Hoover-Dempsey and Sandler's (2005) Model of Parent Involvement (i.e., Parent Role Activity Beliefs, Parent Efficacy, General School Invitations, Specific Teacher Invitation, Specific Child Invitations, Perceived Knowledge and Skills, and Perceived Time and Energy) predicted the Home-Based, School-Based, and Special Education Involvement of 177 parents of students in special education. Family structure, race/ethnicity, family socioeconomic status (SES), and the child's educational level were also examined. Participants in the current study were recruited from two suburban school districts in upstate New York.

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