Experiences and Perceptions of Parents of Youth with Disabilities Toward School-based Parent Engagement Strategies

Search for this publication on Google Scholar
Chang, W. -hsuan. (2021). Experiences and Perceptions of Parents of Youth with Disabilities Toward School-based Parent Engagement Strategies. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

37 views ◎
17 downloads ⇓


Abstract

Youth with disabilities continue to show poor in-school and post-school outcomes. Parent engagement remains as one key component to bring about positive outcomes in youth with disabilities. Despite schools’ widely adapted strategies on parent engagement, parent perceptions on various parent engagement strategies is largely unknown. The purposes of this dissertation were (a) to identify parents’ experiences and perceptions on the school-based parent engagementpractices in secondary transition, and (b) to understand the facilitators and barriers of parent engagement strategies for engaging parents of youth with disabilities. Using a nonprobability snowball sampling, this cross-sectional mixed-method survey study included 642 parents of youth with disabilities (ages 14-21) across the United States. Each parent reported their experience and perceived helpfulness toward each school-based parent engagement strategy, on a 5-point Likert scale, ranging from 1 (rarely experienced/not at all helpful) to 5 (always/extremely helpful). On average, participants reported they "sometimes" experienced each of the 23 strategies with the lowest rated strategies being (a) discussion of cultural values and beliefs and (b) connecting with service providers or agencies. Across the race/ethnicity groups, results revealed racial differences in the perceptions of parents of youth with disabilities in secondary transition on the 23 school-based parent engagement strategies across five domains: knowledge and skills, communication, collaboration, relationships, and culturally responsive practice. Compared to parents of non-Hispanic White, parents of color reported lower scores across all five school-based parent engagement domains for both experiences and perceived usefulness. To identify further thoughts regarding parents’ perceptions toward parent engagement, deductive, inductive, and thematic analysis of three open-ended questions uncovered four major themes pertaining to facilitators and barriers of parent engagement. The four themes included home-based factors, school-based factors, system-based factors, and existing situations (i.e., children’s disabilities/characteristics, family’s work, lack of transportation, time conflict, COVID-19, and weather). Implications for practice, limitations, and suggestions for future research are discussed.

Details
Author

Chang, Wen-hsuan

Title

Experiences and Perceptions of Parents of Youth with Disabilities Toward School-based Parent Engagement Strategies

Physical Description

1 online resource (219 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Youth with disabilities continue to show poor in-school and post-school outcomes. Parent engagement remains as one key component to bring about positive outcomes in youth with disabilities. Despite schools’ widely adapted strategies on parent engagement, parent perceptions on various parent engagement strategies is largely unknown. The purposes of this dissertation were (a) to identify parents’ experiences and perceptions on the school-based parent engagementpractices in secondary transition, and (b) to understand the facilitators and barriers of parent engagement strategies for engaging parents of youth with disabilities. Using a nonprobability snowball sampling, this cross-sectional mixed-method survey study included 642 parents of youth with disabilities (ages 14-21) across the United States. Each parent reported their experience and perceived helpfulness toward each school-based parent engagement strategy, on a 5-point Likert scale, ranging from 1 (rarely experienced/not at all helpful) to 5 (always/extremely helpful). On average, participants reported they "sometimes" experienced each of the 23 strategies with the lowest rated strategies being (a) discussion of cultural values and beliefs and (b) connecting with service providers or agencies. Across the race/ethnicity groups, results revealed racial differences in the perceptions of parents of youth with disabilities in secondary transition on the 23 school-based parent engagement strategies across five domains: knowledge and skills, communication, collaboration, relationships, and culturally responsive practice. Compared to parents of non-Hispanic White, parents of color reported lower scores across all five school-based parent engagement domains for both experiences and perceived usefulness. To identify further thoughts regarding parents’ perceptions toward parent engagement, deductive, inductive, and thematic analysis of three open-ended questions uncovered four major themes pertaining to facilitators and barriers of parent engagement. The four themes included home-based factors, school-based factors, system-based factors, and existing situations (i.e., children’s disabilities/characteristics, family’s work, lack of transportation, time conflict, COVID-19, and weather). Implications for practice, limitations, and suggestions for future research are discussed.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Disabilities
Parent Engagement
Racial Disparity
School-Based
Secondary Transition
Youth

Subject Area

Special Education

Advisor(s)

Lo, Ya-yu

Committee Members

Mazzotti, Valerie
Rowe, Dawn
Newton, Xiaoxia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Chang_uncc_0694D_12857

Permalink

http://hdl.handle.net/20.500.13093/etd:2679