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Family background and parent-school interactions in parent involvement for at-risk preschool children with disabilities

Resource Type: Reports & Papers
Author(s): Rispoli, Kristin M.; Hawley, Leslie R.; Clinton, Marianne
Date Issued: May, 2018
Description: 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. (author abstract)
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Journal Title: The Journal of Special Education
Volume Number: 52
Issue Number: 1
Page Range: 39-49
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Children with Special Needs

Parents & Families

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1538-4764 Online
0022-4669 Paper
Peer Reviewed: yes
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Related Datasets are available in the Child and Family Data Archive

Head Start Family and Child Experiences Survey (FACES): 2009 Cohort [United States]

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