Parent Engagement Among Families of Youth with Disabilities During the COVID-19 Pandemic: A Qualitative Study

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Bibliográfalaš dieđut
Publikašuvnnas:	New Waves vol. 28, no. 1 (Summer 2025), p. 60-96
Váldodahkki:	Chang, Wen-Hsuan
Eará dahkkit:	Lo, Ya-Yu, Gilson, Cindy, Mazzotti, Valerie, Rowe, Dawn
Almmustuhtton:	Chinese American Educational Research and Development Association
Fáttát:	Parents & parenting Collaboration Communication Students with disabilities Families & family life Ecosystems Teachers System theory COVID-19 Planning Decision making Pandemics Home school relationship Children & youth Qualitative research Education National Surveys Home Instruction Educational Practices Educational Planning Influence of Technology Distance Education Communication (Thought Transfer) Independent Living Cultural Background Individualized Programs Individualized Instruction Blended Learning Individualized Education Programs Adults Educational Objectives Flexible Scheduling Expectation Adoption Family School Relationship Decision Making Skills Learner Engagement Employed Parents Developmental Stages Information Centers
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Govvádus
Abstrákta:	In this qualitative study, we explored the perceived facilitators and barriers of school-based engagement among parents of youth with disabilities during the COVID-19 pandemic. Drawing from 642 open-ended responses collected via a national survey during January to February of 2021, we employed a thematic analysis to examine how parents navigated engagement under disrupted educational services. Four overarching themes emerged: school-based factors, family and contextual factors, systemic influences, and digital access and equity. Findings revealed that some parents experienced increased collaboration and responsiveness from schools, whereas others reported exacerbated barriers due to limited technological access, inadequate educator preparedness, and logistical constraints. Implications included the need for school systems to adopt culturally responsive practices, enhance parent-teacher communication infrastructure, and invest in digital equity and training. Findings contribute to our understanding of parent-school partnerships in crisis contexts and offer directions for future inclusive engagement strategies.
ISSN:	1526-8659 2379-4275
Gáldu:	Education Database