ERIC Number: ED489979
Record Type: Non-Journal
Publication Date: 2005-Mar-28
Family Involvement in the Educational Development of Youth with Disabilities: A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2)
The National Longitudinal Transition Study-2 (NLTS2) provides the first national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities. NLTS2 has a nationally representative sample of more than 11,000 students who were ages 13 through 16 and receiving special education services in grade 7 or above when they were sampled in 2000. Information from NLTS2 is weighted to represent youth with disabilities nationally as a group, as well as youth in each of the 12 federal special education disability categories used in NLTS2. Information in this report was gathered from parents/guardians of NLTS2 youth in telephone interviews or through mail questionnaires in the spring and summer of 2001. Findings indicate that families of most students with disabilities are very involved in supporting their children's educational development at home and school, with almost all participating in at least one type of school-based activity. Most families report regularly talking with their children about school and helping with homework at least once a week. One in five provide homework assistance as often as five or more times per week. Students with disabilities are more likely to receive help with homework than are their peers in the general population. The difference in homework support is especially apparent for those who receive frequent help; students with disabilities are five times as likely as their peers in the general population to receive homework assistance frequently. Nearly 9 out of 10 parents of secondary-school-age students with disabilities report participating in at least one IEP meeting in the current or prior school year. Several characteristics of students with disabilities are related to the participation of their families in their educational development, when controlling for other differences. Most variations in levels of participation associated with differences in family and youthtics for youth with disabilities parallel those for families of students in the general population. The importance of family involvement and expectations is supported by NLTS2 analyses. Parents' activities in support of their children's education is associated with consistent differences in several achievement domains, independent of disability, functioning, or other differences among youth. These findings have implications for special education practice, especially related to family-school communication, information and support, and teacher training.
Publication Type: Reports - Evaluative
Education Level: Secondary Education
Sponsor: Department of Education, Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.