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ERIC Number: ED513934
Record Type: Non-Journal
Publication Date: 2009
Pages: 200
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-2344-4
Parent Involvement in Transition Planning for Students with Learning Disabilities
Bailey, Shelley Henthorne
ProQuest LLC, Ph.D. Dissertation, Auburn University
Post-secondary education is a path that many individuals take after high school. For students with learning disabilities, post-secondary education is an attainable goal regardless of the academic difficulties they may face. In order to make a successful transition to postsecondary education, it is necessary that students, as well as parents are actively involved in the transition process. Research has highlighted the importance of parent involvement. When parents are involved in their child's education students experience improved motivation and confidence in academics (Ames et al., 1993), improved school behavior (Epstein, 1987), and have more consistent attendance in school (Falbo et al., 2001). Pape (1999) discovered that students whose parents are involved make better transition, produce quality work, and develop realistic goals for life after graduation. Although parent involvement has been linked to positive outcomes for students, parents choose not to get involved for many reasons. Low parent involvement can be attributed to issues related to transportation, differing opinions of parents and educators, lack of understanding about the school system, and the perception that they are inferior to others involved in the process (Turnbull, 1997). Another reason for the lack of parent involvement is lack of knowledge (Lovitt and Cushing, 1999; Turnbull, 1997). It is necessary for educators and professionals to promote parent involvement in their organizations. Understanding the barriers to parent involvement will allow organizations to create ways in which parents can be more actively involved. This paper focuses on one strategy, increasing knowledge through training sessions, in which to increase parent involvement in the transition process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600.Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A