Parent Perceptions of Parent Involvement of Elementary Aged Students with Learning Disabilities

Abstract

The purpose of this research was to explore parent perceptions concerning their involvement in their children's education. The problem in this study was to better understand why some parents become involved, while others do not. Survey methodology was utilized to determine parent perceptions of (a) communication received from school personnel; (b) levels of parent and children's participation in home literacy activities; (c) levels of parent efficacy; and (d) parent viewpoints of their responsibilities in the home-school relationship.

Participants in this study consisted of 49 parents of elementary-aged children, diagnosed with specific learning disabilities, between the ages of 6 and 11 years old, enrolled in grades first through fifth, and receiving special education services. The study included six elementary schools in two school districts.

Descriptive statistics and correlational analysis were utilized. No correlations were found between parent perceptions of school communication and their levels of parent involvement or between the two variables, parent efficacy and parents' levels of involvement. When parent involvement sub-measures were examined separately, a correlation was found between parent efficacy and the sub-measure parent involvement at school. A strong, positive correlation was found between the two variables, parent literacy activities and at home child literacy activities. Parent reports of their responsibilities in their children's education and their perceptions of school communication were also described.