Hoff, M.K., Fenton, K.S., Yoshida, R.K., & Kaufman, M.J. (1978). Notice and consent: The school’s responsibility to inform parents. Journal of School Psychology, 16(3), 265-273.
- Identifies low parent involvement as an issue.
Goldberg, S.S., & Kuriloff, P.J. (1991, May). Evaluating the fairness of special education hearings. Exceptional Children, 57(6), 546-564.
- Identifies low parent involvement as a key issue in Special Education.
Bailey, D.B., Buysse, V., Edmondson, R., & Smith, T.M. (1992). Creating family-centered services in early intervention: Perceptions in four states. Exceptional Children, 58, 298-309.
- Identifies four general layers of parental involvement in special education (see below).
- Drawing from the research of Bailey, Buysse, Edmondson and Smith (1992), Bjorck-Akesson and Gronlund (1995) investigate four layers of parental involvement in their survey-based quantitative study, including. The four layers are as follows: "parent participation in decisions about the child assessment process, parent participation in the assessment of children prior to the individualized education plan (IEP) … parent participation in the team meeting and decisions about child goals and services, and provision of family goals and services" (p. 523).
Harry, B., Allen, N., & McLaughlin, M. (1995, February). Communication versus compliance: African-American parents' involvement in special education. Exceptional Children, 61(4), 364-377.
- In conducting interviews and observations with parents of 42 African-American parents, Harry, Allen and McLaughlin (1995) consider wider dimensions, such as parental advocacy and contributions to the decision-making process, and also reflect on the more day-to-day aspects of involvement, such as the “monitoring of notebooks and homework, regular “dropping in” to the classroom, informal chats with the teacher, observation of classes and attendance at IEP conferences” (p. 370).
Torres-Burgo, N., Reyes-Wasson, P., & Brusca-Vega, R. (1999, Fall). Perceptions and needs of Hispanic and non-Hispanic parents of children receiving learning disabilities services. Bilingual Research Journal, 23(4), 373-387.
- Explores the matter of limited parental inclusion as it relates to Hispanic-Americans.
de Carvalho, M.E. (2000). Rethinking family-school relations: A critique of parental involvement in schooling. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
- Inclusion is not purely a matter of policy if social conditions foster situations of exclusion. Inclusion-oriented policy and practice thus must address wider social issues.
Tellier-Robinson, D. (2000, Summer). Involvement of Portuguese-speaking parents in the education of their special-needs children. Bilingual Research Journal, 24(3), 309-323.
- Interviewing 9 Portuguese-speaking parents prompted Tellier-Robinson (2000) to observe that a significant component of parental involvement included the act of fighting for things they believed were due their children (p. 316).
Todd, L. (2003). Disability and the restructuring of welfare: The problem of partnership with parents. International Journal of Inclusive Education, 7(3), 281-296.
- In interviewing 24 parents, Todd (2003) highlights a reciprocal aspect of parent involvement in viewing “partnership as exchange of knowledge, common purpose and joint decision-making” (p. 281).
Rogers, R. (2003). A critical discourse analysis of the special education referral process: A case study. Discourse: Studies in the Cultural Politics of Education, 24(2), 139-158.
- Delving into one African-American mother’s personal experiences as her daughter moved through the referral process, Rogers (2003) notes, “June’s decision to begin the process … was shaped by the available options within this particular institutional context and the linguistic ambiguity surrounding the process” (p. 148). She goes on to note, “The ambiguity of the beginning of the referral process was further complicated through the difference in assumptions about the link between the referral of a student and their placement in special education” (Rogers, 2003, p. 148)
Roll-Pattersson, L. (2003, October). Perceptions of parents with children receiving special education support in the Stockholm and adjacent areas. European Journal of Special Needs Education, 18(3), 293-310.
- In her quantitative follow-up to a 1996 study conducted by the Department of Special Education at the Stockholm Institute of Education, Roll-Pettersson (2003) perceives parent involvement as circumstances where parents are “actively engaged in their child’s education” (p. 334).
- In another qualitative study, one that draws lengthy interview data from a purposeful sample of 10 Chinese-Canadian mothers who had all lived in Canada for less than 5 years, Lai and Ishiyama (2004) note that parental involvement includes “input to the development of appropriate programs as well as the placement decision process” (p. 98). In investigating the dynamics of parental involvement in the Chinese-Canadian community, Lai and Ishiyama (2004) conclude that “language and cultural beliefs/practices affected parental involvement” (p. 103).
Tam, K.Y., & Heng, M.A. (2005, March). A case involving culturally and linguistically diverse parents in prereferral intervention. Intervention in School and Clinic, 40(4), 222-230.
- Documents challenges faced by linguistically diverse families as they interact with special education program delivery.
Rueda, R., Windmueller, M.P. (2006, March/April). English language learners, LD, and overrepresentation: A multiple-level analysis. Journal of Learning Disabilities, 39(2), 99-107.
- Documents challenges faced by linguistically diverse families as they interact with special education program delivery.
