Engaging Parents in Special Education: An Examination of Knowledge and Access to Resources

Educator Perspectives on Accessing Disability-Related Information and Resources

“…For example, educators working with elementary school students with disabilities tended to report more familiarity with resources related to school-based experiences (e.g., doing well in school, learning social and communication skills) than community-based experiences (e.g., attending summer camps/programs, being part of their local community). Although most educators will not directly address experiences that take place outside of classroom in their daily practice, they can still serve as a trusted resource for students with disabilities and their families in these areas (Huscroft-D’Angelo et al, 2021). In addition, educators working with older students (i.e., middle school and high school) reported less familiarity with resources related to important, but often overlooked, issues for transition-age youth (e.g., having their own place to live, dating, starting a family).…”

“…Educators of students with disabilities often serve as a primary trusted source of information for parents and other family members. For example, Huscroft-D’Angelo et al (2021) found that parents were 37% more likely to receive information regarding academic and disability services from the school as opposed to accessing it independently. To date, however, only a limited number of studies have addressed educators’ familiarity with resources that could help them address key student experiences (e.g., having good mental health, making friends, attending community events) or service needs (e.g., occupational therapy, assistive technology) for students and their families (e.g., Gesel et al, 2021).…”