Special Education ETDs

Publication Date

Fall 11-12-2020


This study aimed to examine (1) levels of parental involvement among parents from different ethnic groups, and (2) factors predicting parental involvement in their children’s special education. A total of 112 parents from culturally and linguistically diverse backgrounds participated in the study. A survey study was conducted to investigate how marital status, parental education levels, income, perception about school climate, their belief of roles in parental involvement, and parental perception of self-efficacy for helping the child succeed in school impacted the level of parental involvement in their children’s home-based and school-based activities. The survey was sent out to the center directors of the non-profit organizations that supported families of children with disabilities. Hierarchical multiple regression analyses were used to explore to what extent the six factors predicted home-based and school-based involvement. The results indicated that marital status and parental education levels predicted parent involvement in general. Beliefs in roles and self-efficacy predicted combined home-based and school-based involvement. Parental education levels and beliefs in parents’ roles to be involved in their children’s education had impacts on home-based involvement.


Parental Involvement in Special Education, Students with disabilities, Factors, Culturally and Linguistically Diverse, Model of Parental Involvement

Document Type




Degree Name

Special Education

Level of Degree


Department Name

Special Education

First Committee Member (Chair)

Cathy Huaqing Qi

Second Committee Member

Ruth Luckasson

Third Committee Member

Elizabeth Keefe

Fourth Committee Member

Ziarat Hossain