Date of Award

2025

Document Type

Honors Thesis (Open Access)

Department

Colby College. Education Program

Advisor(s)

Lauren Yoshizawa

Abstract

To examine relationships between parents and teachers within the special education system, the present research utilizes Bronfenbrenner’s (1977) ecological systems theory to understand how these relationships are influenced by interconnected systems, ranging from immediate school-level interactions to wider institutional and cultural contexts. Research has found that despite efforts to keep parents involved in the education process, barriers to full support of special education students often exist, such as the capacity of school systems and disagreements between parties (Leiter & Wyngaarden Krauss, 2004). Regardless of policies promoting parental inclusion, such as the Individuals with Disabilities Education Act (IDEA), inequities in geography, resources, and capital continue to stratify experiences, especially in places like Maine. This research identified a range of material and spatial factors shaping relationships, such as geography, financial situations, access to knowledge, increasing need for special education services, and staff shortages. Along with these factors, the standardization of the education system and beliefs about dis/ability held by parents and teachers impacted how they navigated relationships. Additionally, parents’ past experiences with schools and advocacy, differences in communication styles, and a perceived mismatch in beliefs about students further shaped these interactions, often creating misunderstandings despite shared holistic views. The results of this research may be used to inform the work of schools and family advocate groups through the improvement of communication and the dissemination of information to families.

Keywords

Special Education, Maine, Parent Involvement, Dis/ability

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