A Conceptual Model for Parent Involvement in Secondary Special Education

Abstract

Parent educational involvement has been demonstrated to be a predictor of in-school and post-school success for all students, including students with disabilities. However, traditional models of parent involvement tend to focus on academic-oriented indicators of success whereas transition models tend to focus on post-school outcomes with limited parent roles. The purpose of this article is to propose a model of parent involvement that addresses the limitations of current approaches by (a) integrating transition and traditional academic-focused models of parent involvement, (b) incorporating predictors of post-school success, and (c) accounting for the continued role parents play in the lives of their adult children.

Developing Parent‐professional Partnerships in a Postsecondary Education Program for Students With Disabilities

“…Parents construct their roles based on what they believe they should do to support their young adult's education (Hirano & Rowe, ). Because the difference between parent roles and involvement in high school and college is so immense, PSE staff must clearly define and align parent expectations with the expectations of the program prior to students arriving on campus (Griffin et al., ; Grigal et al., ).…”

“…Parents of young adults with disabilities need information from educators and other professionals to provide ongoing support to their young adult in school and after graduation (Hirano & Rowe, ).…”

“…Establishing connections with community agencies and organizations facilitates sustainable support for families as young adults transition from school to adult life (Hirano & Rowe, ; Martinez et al., ). Program staff distribute an annual survey to parents to determine topics of concern.…”

“…Parental involvement for students with disabilities in college differs from involvement in high school in numerous ways (Hirano & Rowe, ). For example, differences between laws and policies in high school and college significantly impact communication and parental involvement in PSEs (Grigal et al., 2015).…”

“…Although research documents effective parent involvement and support strategies in preschool and elementary settings, little research defines or documents these practices in high school and beyond (Grigal et al., ; Hirano & Rowe, ; Russa et al., ). This is concerning considering the important role that parents of young adults with intellectual and/or developmental disabilities play in championing positive outcomes for their students and the positive influence that parent‐professional collaboration has on student outcomes and family well‐being (Folk et al., ; Neece, Kraemer, & Blacher, ).…”