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 M.
N1 - Funding Information:
Support for this research was provided by the Office of Special Education Programs Grant for Leadership Training in High-Need Students with Severe Disabilities/Autism (H325D100010).
Publisher Copyright:
© 2017 Taylor & Francis.
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.
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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 -