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.

摘要

家长参与被认为是智障儿童 (ID) 项目成功的关键因素。本研究调查了智障学生家长样本中家长参与学校和家庭活动的情况。还调查了父母的人口统计特征对父母参与的影响。样本由沙特阿拉伯利雅得的 208 名患有智力障碍的小学生家长组成。所有参与者都完成了在线调查，并被要求评价他们对家庭和学校教育活动的参与程度。网络调查的结果显示，样本中家长参与的平均水平相对较低。此外，结果显示父母参与程度存在显着的亚组差异。母亲比父亲更投入，正如非工作父母比工作父母更多地参与一样。收入、教育程度和家庭规模的亚组之间存在显着差异；其中一些差异在家庭和学校的参与分数之间有所不同。讨论了进一步研究的意义和建议。