Fathers of children with complex disabilities can play an important role in the development and learning of their children; however, very little is known about their school involvement experiences. We conducted semi-structured interviews with 15 fathers of children with complex disabilities to learn how these fathers perceived their involvement in their children’s education and schooling. Fathers constructed their school involvement with a consideration of their work and co-parenting experiences. Their employment was perceived as a form of indirect involvement in their children’s education, but could also be associated with barriers to more direct school involvement. Fathers also discussed the role of the co-parenting relationship in their school experiences and identified several factors that contributed to a greater involvement of mothers in school settings. Among these were a perceived unique expertise of mothers and school environments that were more welcoming to mothers. They also discussed some potentially negative ramifications of being less involved in school settings, compared with mothers.

中文翻译：

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“我想做的父亲就在那里”：复杂残疾儿童父亲学校参与的构建

患有复杂残疾的孩子的父亲可以在孩子的发展和学习中发挥重要作用；然而，人们对他们的学校参与经历知之甚少。我们对 15 位患有复杂残疾儿童的父亲进行了半结构化访谈，以了解这些父亲如何看待他们参与孩子的教育和学校教育。父亲们考虑到他们的工作和共同抚养孩子的经历来构建他们的学校参与度。他们的就业被视为间接参与子女教育的一种形式，但也可能与更直接的学校参与障碍有关。父亲们还讨论了共同抚养关系在他们的学校经历中的作用，并确定了有助于母亲更多地参与学校环境的几个因素。其中包括母亲的独特专业知识和更欢迎母亲的学校环境。他们还讨论了与母亲相比，较少参与学校环境的一些潜在负面影响。