Study Notes on Homeschooling and Special Educational Needs

Summary of the Study on Homeschooling and Special Educational Needs

Abstract

  • The study addresses the rapid growth of homeschooling in the past two decades, highlighting its relevance in the context of
    parental involvement in education and special educational needs (SEN).

  • An online survey targeting 309 homeschooling families, focusing on:

    • The history of school choice (prior enrollment in public/private school).

    • The percentage of families currently homeschooling children with SEN.

  • Key findings:

    • 50.8% of homeschooling families had previously enrolled their children in public or private schools.

    • 60.6% were homeschooling children with SEN.

    • Key motivations for homeschooling included a desire for increased parental involvement in education.

Introduction

  • Homeschooling has seen a considerable increase of 74% from 1999 to 2007 and continues to grow.

  • The 2012 National Household Education Survey Program reported approximately 1.77 million K–12 students in the U.S. were homeschooled, making up around 3.4% of the total school-age population.

  • The study's purpose:

    • To better understand why families choose homeschooling, specifically concerning the previous enrollment in traditional schools and the presence of SEN.

Review of Literature

  • Theoretical Framework

    • Parental Involvement: The study is grounded in the importance of parental involvement, supported by Vygotsky’s developmental psychology, emphasizing mediated activity and its impact on a child’s development.

    • Social Cognitive Theory: Discusses individual responses to social interactions and their impacts on self-efficacy and motivation.

  • Previous Research Highlights:

    • Self-Efficacy: As mothers' self-efficacy regarding their ability to influence a child’s academic success improves, their motivation to engage increases.

    • Cultural-Historical Activity Theory: Provides insights into the interactions between parents, schools, and children’s academic achievements, emphasizing motivation for school choice.

    • Factors Influencing Homeschooling: Research indicates parents motivated by beliefs about their roles in education, values, and societal views on public schooling.

Purpose of the Study

  • Further explore the impact of having a child with SEN on the decision to homeschool.

  • Determine proportions of:

    • Families who had children in traditional schools before homeschooling.

    • Families homeschooling children with SEN.

  • Examine the relationship between school choice history, SEN status, and parental decisions to homeschool.

Method

  • Participants:

    • The study targeted homeschooling families within a regional space in the Southeastern United States, with a total potential population size of around 1,500 families.

    • After review board approval, invitations were sent to support group leaders for survey dissemination among members.

  • Survey Instrument:

    • 33-question survey divided into five sections, gathering demographic data as well as parents' perceived importance of factors in their decision to homeschool.

    • Data Gathering: Included methods of identifying SEN among children, based on categories from IDEA (Individuals with Disabilities Education Act).

Results

  • All analyses performed using Statistical Package for Social Sciences (SPSS).

  • Of 309 valid responses:

    • 54% reported homeschooling children with at least one SEN.

    • Most prominent SEN categories: Other Health Impaired (22.26%), Intellectually Gifted (21.29%), Specific Learning Disability (15.16%), Speech or Language Impairment (15.16%).

  • Significant differences were found:

    • 60.6% of families who had children in public/private schools before homeschooling had a child with SEN, compared to 43.4% who always homeschooled.

    • Differences in perceived importance of various factors between families based on prior school enrollment and SEN status.

Discussion

  • Findings suggest strong correlations between perceived unmet needs of children in traditional classrooms and the decision to homeschool.

  • Parental Motivation: The most significant factor across participants was the desire to be more involved in their children's education (M = 4.49).

  • Limitations of the study include regional focus and potential selection bias due to the low response rate from targeted sample groups.

Conclusion

  • An increase in families with children who have SEN opting for homeschooling, highlighting concerns over public and private school effectiveness in meeting these children's needs.

  • Results underscore the importance of understanding parental motivations behind homeschooling, particularly concerning further implications for educational policy and resource allocation for families with SEN learners.

Future Research Directions

  • Investigate reasons for and prevalence of homeschooling among children with specific types of disabilities like autism or ADHD.

  • Explore impacts of different learning environments on student success and parental/community involvement in education processes.

References

  • A comprehensive list of references used in the literature review, including key works by Bandura, Vygotsky, and various educational policy studies.