Parent-school relationships and the exclusion of disabled students from and within school

Alison Kearney

doi:10.1007/978-94-6209-893-0_13

Parent-school relationships and the exclusion of disabled students from and within school

Alison Kearney

Massey University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

There is extensive and convincing research evidence to show the positive impact that successful parental involvement in education can have on students' achievement (e.g., Alton-Lee, 2003; Bull, Brooking, & Campbell, 2008; Epstein, 1995; Jeynes, 2007; Mitchell, 2010). Advantages for students include improved learning and behavior outcomes, increased positive motivation, and more regular attendance at school (La Rocque, Kleiman, & Darling, 2011) Studies have also shown that these advantages carry over once students leave school in the form of higher rates of post secondary education enrolment (SRI International, 2005).

Original language	English
Title of host publication	Tales from School
Subtitle of host publication	Learning Disability and State Education after Administrative Reform
Publisher	Sense Publishers
Pages	133-147
Number of pages	15
ISBN (Electronic)	9789462098930
ISBN (Print)	9789462098923
DOIs	https://doi.org/10.1007/978-94-6209-893-0_13
Publication status	Published - 2014
Externally published	Yes

ASJC Scopus subject areas

General Social Sciences

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-94-6209-893-0_13

Cite this

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Parent-school relationships and the exclusion of disabled students from and within school

Abstract

ASJC Scopus subject areas

UN SDGs

Access to Document

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