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

Abstract

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.

Perception of parental support in the career development of students with intellectual disabilities

“…Međutim, čak i u zemljama u kojima se aktivno sprovodi tranziciono planiranje, obimna istraživanja govore upravo o problemima saradnje roditelja i škola (Mazzotti et al, 2021). Mnogi autori navode da su roditelji učenika sa ometenošću često pasivni ili nezadovoljni saradnjom koju imaju sa školom (Francis et al, 2018;Martinez et al, 2012), te da moraju biti aktivniji u participaciji Trainor et al, 2016;Zeng et al, 2022). Primećeno je da roditeljska participacija i saradnja sa školom jenjavaju sa starošću učenika (Hirano & Rowe, 2016), što roditelji objašnjavaju nagomilanim stresom, ograničenim sredstvima, nedostatkom kulturnog kapitala, niskom samoefikasnošću i slično, što ih donekle sprečava da budu angažovani i više uključeni (Hirano et al, 2018).…”

Relationship between Student’s Self-Determination, Parental Involvement, Special Education Teachers’ Support, and College and Career Readiness among Secondary Students with Learning Disabilities in Riyadh, Kingdom of Saudi Arabia

“…There are parents who are reluctant to participate in transition programmes for SLDs in secondary schools. SLDs in secondary schools apparently lack the experience of PI in special education programmes despite its obvious positive role in contributing to the development of SLDs psychologically, academically, and professionally in the future [36,37]. As stated in a study of transitional plans, 37% of SLDs' parents do not know about special education programmes [37].…”