NameSelman, Jeffrey S. (author), Gantwerk, Lewis (chair), Rutgers University, Graduate School of Applied and Professional Psychology,
Children with disabilities--Education,
Special education--Parent participation,
Father and child
DescriptionThere has been a growing interest in understanding and increasing father involvement in their child's education. Ongoing research has documented the positive effects of father involvement; however, fathers continue to feel disconnected from their child's school and educational program. Not surprisingly, research has indicated that fathers of children in special education are also underutilized by school practitioners. Rather than reaching out to both parents, school personnel continue to disregard fathers and rely predominately on the child's mother. Because federal policy mandates parent collaboration on special education teams, there is a need for special education personnel to begin reaching out to fathers in order to increase their involvement in the process. In this study, in-depth qualitative interviews were conducted with fathers of children in special education to better understand their involvement in the process. This study examines their experiences engaging with school personnel and their perspectives on their roles in their child's special education program. Their emotional reactions to the process are examined within the in-depth data providing a rich description of their experiences. Findings indicate that the fathers in this study are strong advocates for their children and are very concerned for their children's education. In addition, the fathers want to be included more often and to be seen as equal partners in their child's special education program. Furthermore, these fathers offered recommendations for special education personnel to better facilitate the involvement of fathers. Suggestions for school psychology practice and topics for future research are discussed.
NoteIncludes bibliographical references (p. 69-73)
Noteby Jeffrey S. Selman
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.