Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Source
| Remedial and Special Education | 3 |
Author
| Eloff, Irma | 1 |
| Engelbrecht, Petra | 1 |
| Maria P. Mello | 1 |
| Oswald, Marietjie Magdalena | 1 |
| Samantha E. Goldman | 1 |
| Swart, Estelle | 1 |
| Trainor, Audrey A. | 1 |
| Yssel, Nina | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Adult Education | 1 |
| Elementary Secondary Education | 1 |
Audience
Location
| South Africa | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSamantha E. Goldman; Maria P. Mello – Remedial and Special Education, 2025
Family-school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family-school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3-21) with autism from a…
Descriptors: Parent School Relationship, Family Involvement, Partnerships in Education, Students with Disabilities
Trainor, Audrey A. – Remedial and Special Education, 2010
Home-school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources…
Descriptors: Focus Groups, Parent Participation, Social Capital, Special Education
Yssel, Nina; Engelbrecht, Petra; Oswald, Marietjie Magdalena; Eloff, Irma; Swart, Estelle – Remedial and Special Education, 2007
Parent participation is considered to be a vital component in the education of students with disabilities. Parents' roles in pivotal changes in special education--specifically, inclusion--are acknowledged, and their rights are protected in special education law. However, their perspectives are not always understood or considered in the…
Descriptors: Inclusive Schools, Focus Groups, Attitudes toward Disabilities, Parent Participation
