Date of Completion

6-22-2016

Embargo Period

6-21-2016

Advisors

Dr. JoAnn Robinson & Mary Galante-DeAngelis, M.A.

Field of Study

Human Development and Family Studies

Degree

Master of Arts

Open Access

Open Access

Abstract

Abstract

Parent involvement in early childhood education benefits the parents, the teachers, and most importantly the child. Parent involvement is a concept that refers to the participation of parents in their child’s development and academic learning, and is centered on the fostering of relationships between the home environment and the school environment (Fantuzzo, Tighe, & Childs, 2000). Currently, little research has been done on parent involvement in early childhood (and even less focusing on children with disabilities, specifically), and this study aims to fill this gap in the literature. Thirty nine parents of children enrolled in a public preschool program, which enrolls both children with and without disabilities, participated in this study, as well as the five teachers working at this program. The parents completed a survey packet which included questions about parent involvement both at home and within the school, as well as questions regarding the barriers that prevent parents from being involved. Upon the return of the packets, the teachers complete a brief questionnaire regarding the participating families’ involvement. The results revealed group differences based on the race/ethnicity of the family, the disability status of the child, and differences between barriers to home-based involvement and school-based involvement. These results suggest that family characteristics impact a family’s level of involvement and the barriers families’ face in regards to school-based and home-based involvement in their child’s early education.

Major Advisor

Dr. Beth Russell

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