Abstract
Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education parent population, often without addressing students with disabilities. The purpose of this review was to descriptively synthesize the literature on parent training interventions to increase parent involvement for parents of school-aged students with disabilities and to evaluate the effects of this intervention using meta-analysis. The literature on parent involvement interventions was minimal, with few recent peer-reviewed studies; all included studies focused on parent involvement in the context of Individualized Education Program (IEP) meetings. Results of the random effects model were not significant, with a weighted mean effect size of 0.26 (95% CI [–1.01, 1.53]). Results are discussed in the context of low heterogeneity across studies and implications for future research, including the need for novel interventions to increase parent participation in IEP meetings as well as studies focusing on parent involvement in other contexts for parents of children with disabilities.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 97-115 |
| Number of pages | 19 |
| Journal | Exceptionality |
| Volume | 25 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 3 2017 |
Fingerprint
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
The Effectiveness of Interventions to Increase Parent Involvement in Special Education : A Systematic Literature Review and Meta-Analysis. / Goldman, Samantha E.; Burke, Meghan Maureen.
In: Exceptionality, Vol. 25, No. 2, 03.04.2017, p. 97-115.Research output: Contribution to journal › Review article
}
TY - JOUR
T1 - The Effectiveness of Interventions to Increase Parent Involvement in Special Education
T2 - A Systematic Literature Review and Meta-Analysis
AU - Goldman, Samantha E.
AU - Burke, Meghan Maureen
PY - 2017/4/3
Y1 - 2017/4/3
N2 - Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education parent population, often without addressing students with disabilities. The purpose of this review was to descriptively synthesize the literature on parent training interventions to increase parent involvement for parents of school-aged students with disabilities and to evaluate the effects of this intervention using meta-analysis. The literature on parent involvement interventions was minimal, with few recent peer-reviewed studies; all included studies focused on parent involvement in the context of Individualized Education Program (IEP) meetings. Results of the random effects model were not significant, with a weighted mean effect size of 0.26 (95% CI [–1.01, 1.53]). Results are discussed in the context of low heterogeneity across studies and implications for future research, including the need for novel interventions to increase parent participation in IEP meetings as well as studies focusing on parent involvement in other contexts for parents of children with disabilities.
AB - Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education parent population, often without addressing students with disabilities. The purpose of this review was to descriptively synthesize the literature on parent training interventions to increase parent involvement for parents of school-aged students with disabilities and to evaluate the effects of this intervention using meta-analysis. The literature on parent involvement interventions was minimal, with few recent peer-reviewed studies; all included studies focused on parent involvement in the context of Individualized Education Program (IEP) meetings. Results of the random effects model were not significant, with a weighted mean effect size of 0.26 (95% CI [–1.01, 1.53]). Results are discussed in the context of low heterogeneity across studies and implications for future research, including the need for novel interventions to increase parent participation in IEP meetings as well as studies focusing on parent involvement in other contexts for parents of children with disabilities.
UR - http://www.scopus.com/inward/record.url?scp=85016284150&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85016284150&partnerID=8YFLogxK
U2 - 10.1080/09362835.2016.1196444
DO - 10.1080/09362835.2016.1196444
M3 - Review article
AN - SCOPUS:85016284150
VL - 25
SP - 97
EP - 115
JO - Exceptionality
JF - Exceptionality
SN - 0936-2835
IS - 2
ER -