The Influence of Parental Characteristics on Parental Involvement in Programs for Students with Intellectual Disabilities

Autor/in	Aldosari, Mubarak
Titel	The Influence of Parental Characteristics on Parental Involvement in Programs for Students with Intellectual Disabilities
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 5, S.659-673 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1904505
Schlagwörter	Parent Participation; Individual Characteristics; Students with Disabilities; Intellectual Disability; Family School Relationship; Elementary School Students; Gender Differences; Family Income; Educational Attainment; Family Size; Foreign Countries; Employment Level; Parent Child Relationship; Family Characteristics; Age Differences; Saudi Arabia (Riyadh) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Geschlechterkonflikt; Familieneinkommen; Bildungsabschluss; Bildungsgut; Familiengröße; Ausland; Beschäftigungsgrad; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Age; Difference; Age difference; Altersunterschied
Abstract	Parental involvement is considered to be a key element in the success of programs for children with intellectual disabilities (ID). This study investigated parental involvement in school- and home-based activities within a sample of parents of students with ID. The effects of parents' demographic characteristics on parental involvement were also investigated. The sample consisted of 208 parents of elementary school-aged children with ID in Riyadh, Saudi Arabia. All participants completed an online survey and were asked to rate their involvement in home- and school-based educational activities. The results of the web-based survey revealed a relatively low mean level of parental involvement within the sample. Additionally, the results revealed significant subgroup differences in parental involvement. Mothers were more involved than fathers, just as non-working parents were more involved than working parents. Significant differences were noted among income, education, and family-size subgroups; some of these differences varied between home- and school-based involvement scores. Implications and suggestions for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01