Engaging Parents of High School Students With Individualized Education Plans: An Exploratory Case Study

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Partnering to Support Children With Disabilities

Abstract

This qualitative case study explored ways in which parents of high school students with individualized education plans (IEPs) are engaged in their children’s school, and their beliefs in their own capabilities of effective engagement with their children’s educational experiences. Through the perspectives of social cognition, social capital, and role theories (Bandura, 1997; Bourdieu, 1986; Hirano & Rowe, 2016; Luet, 2015; Peiffer, 2015), the study examined factors that affect the ways in which parents view themselves as engaged with their children’s educational experiences. Data was gathered through interviews, existing school district data sources, a questionnaire, and one-on-one interviews with parents of high school students with IEPs, at a regional high school in the northeastern United States.

Author

• Lesa D Givens, Rowan University