Abstract
Parental involvement in P-12 education could lead to social and academic success for students; however, parents often experience barriers to their involvement. Different or additional barriers exist for parents of children with a disability. School staff can positively influence parents to become involved in their children’s education. Family-centered practices, common in early intervention under special education law (Part C of IDEIA), may foster parent involvement in P-12 schools. In this scoping literature review, we examined 17 studies of teacher preparation programs (TPPs) in higher education in the US who have implemented programs to prepare preservice teachers (PSTs) to collaborate with parents/families. Studies varied by analytic method, participants, purposes, format, and measures. We present a synthesis of the included articles and discuss recommendations for teacher preparation programs.
Highlights
1.1 Parental InvolvementParental involvement in PreK-12 education can lead to social and academic success for both elementary and secondary students (Jeynes, 2017; Thelamour & Jacobs, 2014)
Schools meet the requirements of IDEIA by obtaining parental consent for evaluation and programmatic changes, informing parents of progress toward individualized education program (IEP) goals at least as often as typically developing students receive report cards, and inviting parents to attend and participate in IEP meetings
Studies were screened for inclusion by the first author based on a review of titles that mentioned teacher preparation programs, preservice teachers, and family-centered practices or family-focus
Summary
1.1 Parental InvolvementParental involvement in PreK-12 education can lead to social and academic success for both elementary and secondary students (Jeynes, 2017; Thelamour & Jacobs, 2014). For the purpose of this review, parent-involvement is defined as activities parents engage in as part of their children’s education, either by their own initiation or at the request of school personnel. The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) requires that parents of children with disabilities be included in the educational decision-making process. Schools meet the requirements of IDEIA by obtaining parental consent for evaluation and programmatic changes, informing parents of progress toward individualized education program (IEP) goals at least as often as typically developing students receive report cards, and inviting parents to attend and participate in IEP meetings. While all parents are invited to family nights, back-to-school activities, and parent-teacher conferences, and are typically encouraged to play a role in students’ homework completion, parents of children with disabilities have more formal opportunities for educational decision making (IDEIA, 2004)
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