Parent Perceptions of Parental Involvement Within School Districts with and Without Significant Disproportionality in Special Education


Ehrikka Hodge

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2016


Given the requirement of parental involvement in the school-district process for identifying and placing students into special education, it was useful to evaluate how parents perceived parental-involvement strategies designed to support education and improve student achievement that could reduce the disproportionate numbers of students in special education (Crane, Winsler, & Sands, 2013; Fugate, Clarizio, & Phillips, 1993; Moreno & Gaytán, 2013). Epstein (2007) defined the conceptual framework of parental involvement as any one of the following six activities: the school contacting parents, parental involvement at home, parental involvement at school, parent role construction, parent efficacy (i.e., how parents feel they are making a difference with their child), and connections with other parents.


Julia Ballenger

Subject Categories

Education | Educational Administration and Supervision