Parent Perceptions of Parent Involvement With Elementary-Aged Students With Learning Disabilities




parent involvement, parent perceptions, learning disabilities


The purpose of this research was to explore parent perceptions concerning their involvement in their children’s special education. The goal of this study was to better understand why some parents become involved while others donot. Survey methodology was utilized to determine parent perceptions of (a) levels of parent and children’s participation in home literacy activities, (b) levels of parent efficacy, and (c) parent viewpoints of their responsibilities in the homeschool relationship. Participants in this study consisted of 49 parents of elementary-aged children diagnosed with specific learning disabilities, and included six elementary schools from two school districts, one rural and one urban district. Descriptive statistics and correlational analysis were utilized. Participants provided demographic/background information and completed a modified version of the Likert-type survey known as the “Parent Survey of Family and Community Involvement in the Elementary and Middle Grades.” Results indicate a strong positive correlation between parent literacy activities and at home child literacy activities and a correlation between parent efficacy and parent involvement at school.

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Author Biography

Holly Rice, Cameron University

Dr. Holly Rice is an Assistant Professor in Education at Cameron University.  She began working for Cameron in August, 2011.  Dr. Rice teaches several courses for the Special Education concentration of the program.   Dr. Rice received her B.A. in Organizational Communication from the University of Oklahoma, M.A. in Human Relations from the University of Oklahoma, M.A. in Education and Human Development from The George Washington University, and her Ph.D. in Educational Psychology from the University of Oklahoma.  She holds a teaching certificate in the state of Oklahoma for Early Childhood PK-3, Mild-Moderate PK-12 and in the District of Columbia for Non Categorical Special Education K-12. Her research interests include parent involvement of students with learning disabilities and behavior interventions for children with special needs.