Collaborative Involvement between Schools and Parents and Caregivers of Students with Severe Disabilities

Abstract

The purpose of this quantitative correlational study was to examine if or to what extent a relationship existed between parents’ perceptions of principal trust and parents’ self-perception of their involvement components of communicating and decision making for parents and caregivers of students with severe/significant disabilities in K-12^th grade, in public school districts nationwide. Prior research recommended research on parent involvement for parents of children with severe disabilities, examination of effects of leadership on parent involvement, and trust’s influence upon parents’ involvement. The theoretical frameworks for the study were Epstein’s Overlapping Spheres Theory and Organizational Trust Theory. The three research questions measured if a statistically significant relationship existed between parents’ perception of principal trust and parents’ self-perception of their involvement, communicating, and decision making. The sample was 154 parents and caregivers of students with severe/significant disabilities in K-12^th grade. All variables were measured using Epstein’s Six Types of Parent Involvement Survey and the PTP-Scale. The data were collected from an online survey, and Spearman’s correlational analysis was used to address the three research questions. The findings suggested that as parents’ trust in principal increases, parent involvement, communication, and decision making tends to increase. Educational leaders may use the findings to provide professional development for educators to help encourage parent involvement practices.