Document Type


Publication Date


Published In

Exceptionality: A Special Education Journal


Parent involvement, Special education, Disabilities, IEP meetings


Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education parent population, often without addressing students with disabilities. The purpose of this review was to descriptively synthesize the literature on parent training interventions to increase parent involvement for parents of school-age students with disabilities and to evaluate the effects of this intervention using meta-analysis. The literature on parent involvement interventions was minimal, with few recent peer-reviewed studies; all included studies focused on parent involvement in the context of Individualized Education Program (IEP) meetings. Results of the random effects model were not significant, with a weighted mean effect size of 0.26 (95% CI [-1.01, 1.53]). Results are discussed in the context of low heterogeneity across studies and implications for future research, including the need for novel interventions to increase parent participation in IEP meetings as well as studies focusing on parent involvement in other contexts for parents of children with disabilities.

Grant Information

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).




This is an Accepted Manuscript of an article published by Taylor & Francis in Exceptionality: A Special Education Journal on 26 Sept. 2016, available online:


© 2017 Taylor & Francis