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

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

Fingerprint

Disabled Children
Preschool Children
preschool child
parents
disability
interaction
Parents
Education
Foster Home Care
low income
Hispanic Americans
Communication
education
childhood
communication
teacher
school
experience

Keywords

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

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities. / Rispoli, Kristin M.; Hawley, Leslie R.; Clinton, Marianne C.

In: Journal of Special Education, Vol. 52, No. 1, 01.05.2018, p. 39-49.

Research output: Contribution to journalArticle

@article{f7b30a52974f4a67bbecbd723b6d3ca1,
title = "Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities",
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.",
keywords = "Head Start, disability, early childhood, low-income, parent involvement",
author = "Rispoli, {Kristin M.} and Hawley, {Leslie R.} and Clinton, {Marianne C.}",
year = "2018",
month = "5",
day = "1",
doi = "10.1177/0022466918757199",
language = "English (US)",
volume = "52",
pages = "39--49",
journal = "Journal of Special Education",
issn = "0022-4669",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities

AU - Rispoli, Kristin M.

AU - Hawley, Leslie R.

AU - Clinton, Marianne C.

PY - 2018/5/1

Y1 - 2018/5/1

N2 - 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.

AB - 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.

KW - Head Start

KW - disability

KW - early childhood

KW - low-income

KW - parent involvement

UR - http://www.scopus.com/inward/record.url?scp=85042112694&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042112694&partnerID=8YFLogxK

U2 - 10.1177/0022466918757199

DO - 10.1177/0022466918757199

M3 - Article

AN - SCOPUS:85042112694

VL - 52

SP - 39

EP - 49

JO - Journal of Special Education

JF - Journal of Special Education

SN - 0022-4669

IS - 1

ER -