Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities

Kristin M. Rispoli, Leslie R. Hawley, Marianne C. Clinton

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Using data (N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspects of parent–school interactions. Parent involvement was greater for White compared with Black and Hispanic parents of all children. Higher parental education related to greater involvement at the end of the year only for parents of children with disabilities. Parent perceptions of teacher support and school communication differentially moderated associations between predictors and parent involvement for children with and without disabilities. Results inform an individualized approach to fostering involvement among low-income parents of children with disabilities in early education.

Original languageEnglish (US)
Pages (from-to)39-49
Number of pages11
JournalJournal of Special Education
Volume52
Issue number1
DOIs
StatePublished - May 1 2018

Keywords

  • Head Start
  • disability
  • early childhood
  • low-income
  • parent involvement

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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