Publication Date

Spring 2015

Document Type

Project Summary

Degree Name

Master of Arts

Department

Multicategorical Special Education

First Advisor

Philip Boudreau, Ph.D.

Abstract

The parent-school relationship for families of students with disabilities is clearly prescribed by law and is one of the main systems of belief of the Individuals with Disabilities Education Act (IDEA), 2004. The purpose of the study was to focus on homework, parental involvement, parental involvement in homework, and parental involvement in homework of students with special needs. This study was designed to analyze parents and teachers beliefs on parent involvement in their child’s homework as it relates to higher student outcomes and achievement within a traditional urban elementary school setting. Participants consisted parents of primary grade level students in a Chicago urban elementary school and its teaching staff. Data was collected via surveys answered by parents and teachers based on a Lickert scale.

Comments

Appendices A and B removed by OPUS staff.

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