Date of Award
8-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Executive Leadership
First Supervisor
Dr. Anthony Chiarlitti, EdD
Second Supervisor
Dr. Arleen Hogan, PhD
Abstract
Parent involvement in a child’s education is proven to have positive effects on children’s academic careers (Eccles, 2005; Hara & Burke, 1998; Hill & Craft, 2003), with parent involvement in early childhood education programs playing an essential role in the life-long success rate and education of children (Jacobson, 2004). However, although New York City’s students are not meeting expected benchmarks, parent involvement in educational design and child development has not been leveraged to support student achievement. Epstein (1985) breaks parent involvement in a child’s life into six categories: (a) parenting, (b) communicating, (c) volunteering, (d) learning at home, (e) decision-making, and (f) collaborating with community. Understanding which parental involvement strategies successfully work in early childhood education spaces might potentially translate to school-age spaces. Building relationships between home and school that include parent involvement has the potential to create a community of support for learners and close both the achievement and opportunity gaps for at-risk and children with disabilities. This study explores parent involvement with successful, formal academic intervention supports offered to children with disabilities, such as SP and OT services, through preschool special education programs. The research questions ask (a) what therapeutic strategies and practices do parents of children with Early Childhood Special Education believe to be most helpful when supporting their child living with disabilities regarding early childhood foundational skills and (b) how do parents perceive the relationship between home and school/service providers to positively affect the development of their child living with disabilities regarding early childhood foundational skills that prepare children for reading? Findings demonstrated parent perceptions of their involvement and the role it has in the development of foundational skills that lead to successful readers.
Recommended Citation
Johnson, Courtney A., "A Descriptive Qualitative Study Exploring Parent Involvement with Intervention Supports Provided to Children Receiving Early Childhood Special Education Services" (2024). Education Doctoral. Paper 610.
https://fisherpub.sjf.edu/education_etd/610
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.