Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities

Zeng, Wen; Song, Eun-Ha; Hor, Casey

doi:10.1177/07319487221107890

Cited by 4 publications

(1 citation statement)

References 44 publications

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“…Fourth, due to the limited number of survey items pertaining to parent involvement in the NLTS-2, our study could not gain a thorough and comprehensive understanding of parent involvement for students with LD. Thus, future research can apply other methodologies (e.g., qualitative interview study, mixed-method study) to ascertain the lived experiences of how parents support their children’s secondary transition and what activities parents have participated in impact student self-determination (Zeng et al, 2022). In addition, future research should consider other quantitative measures on parent involvement to capture different types of parent involvement and represent family engagement more precisely and meaningfully.…”

Section: Discussionmentioning

confidence: 99%

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

Zeng

Song

Zhang

2022

Journal of Disability Policy Studies

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In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students’ participation in postsecondary education.

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Section: Discussionmentioning

confidence: 99%

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

Zeng

Song

Zhang

2022

Journal of Disability Policy Studies

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Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience

Leslie,

Brown,

Larsen

2024

Learning Disability Quarterly

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Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This partial perspective is of concern because it does not reflect the depth and complexity of disability experience for those in allyship roles. This paper builds on current understandings of disability experience by introducing an emerging conceptual lens that defines and describes the nature of disability experience for those acting in allyship roles. Attention is focused on children with dyslexia and their parents to illustrate this conceptual lens. Extending on ecological models of interactions and understandings of subjective experience, the authors highlight how the proximity of the parental experience to the child’s dyslexic identity shapes parental allyship and present a lens of disability experience that includes primary, vicarious, and primary adjacent experience. The proposed conceptual lens offers researchers and educators an opportunity to view disability experience and allyship from an alternative perspective, and in doing so, consider a broader understanding of disability experience and allyship that would potentially provide insights into parent–school partnerships.

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Developing Student Empowerment and Agency in Inclusive Special Education

2024

Advances in Educational Technologies and Instructional Design

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This chapter explores the potential of empowering learners and promoting student agency in special education. It emphasizes the significance of personalized educational strategies, such as Individualized Education Programs (IEPs) and Universal Design for Learning (UDL), in catering to the unique needs and abilities of students with disabilities. By tailoring educational goals and services through IEPs and creating inclusive classrooms with UDL, educators can improve the academic and social development of all students. The chapter discusses the critical role of collaboration among teachers, parents, therapists, and support staff in ensuring comprehensive support for students with disabilities. It also highlights the importance of promoting student voice, choice, and autonomy in the classroom, demonstrating how these elements increase student engagement, motivation, and academic performance.

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Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities

Cited by 4 publications

References 44 publications

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience

Developing Student Empowerment and Agency in Inclusive Special Education

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