Document Type

Article

Publication Date

2019

Published In

Review Journal of Autism and Developmental Disorders

Keywords

Parent involvement, Partnership, Advocacy, Autism spectrum disorders

Abstract

Several different types of parent involvement with schools have been identified in the special education and general education literature, including (a) advocacy, (b) collaborative partnership, (c) home-school communication, and (d) school-based participation. However, it is unclear which types of involvement are addressed in the literature and how parents of children with autism spectrum disorders perceive these types of school involvement. In this systematic literature review, we synthesized this body of literature, which consisted of 37 studies published from 2001 to 2017. Authors addressed all four types of parent involvement using a range of measures, most frequently addressing home-school communication. Limitations and implications for research and practice are discussed, including the importance of collecting and reporting on the characteristics of survey respondents and identifying and validating common measures across studies.

Grant Information

Funding support for this research was provided by the Office of Special Education Programs Grant for Leadership Training in High-Need Students with Severe Disabilities/Autism (H325D100010) and from an Assumption College Faculty Development Grant.

DOI

10.1007/s40489-019-00157-y

Comments

This is a post-peer-review, pre-copyedit version of an article published in the Review Journal of Autism and Developmental Disorders. The final authenticated version is available online at: https://doi.org/10.1007/s40489-019-00157-y.

Rights

© Springer Science+Business Media, LLC, part of Springer Nature 2019

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