 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Parental Influence on the Academic Performance of Children With Mild Intellectual Disability
Ravindra Kumar Kushwaha, Sarfaraz Ahmad
Full-Text PDF
XML 112 Views
DOI:10.17265/2161-623X/2024.05.005
Halim Muslim PG College, Kanpur, India
This study explores the impact of parental influence on the academic performance of children with mild intellectual disabilities. Intellectual disability, characterized by significant limitations in both intellectual functioning and adaptive behaviour, affects various aspects of life, including education. The role of parents in the educational journey of these children is crucial, yet under-researched. This paper aims to fill this gap by examining how different aspects of parental involvement, such as emotional support, home learning environment, and advocacy for special education services, contribute to the academic outcomes of these children. Using a mixed-methods approach, the study collects data from a diverse sample of families, educators, and specialists. Quantitative data are analysed to identify correlations between parental involvement and children’s academic achievements, while qualitative data provide in-depth insights into the experiences and challenges faced by these families. The findings reveal that positive parental involvement, characterized by consistent support, high expectations, and active collaboration with schools, correlates with better academic performance in children with mild intellectual disabilities. The study also identifies barriers to effective parental involvement, including lack of resources, limited understanding of children’s needs, and societal stigma. The research contributes to the field of special education by highlighting the significance of parental roles and suggesting strategies for enhancing parent-child-school collaborations. It offers practical implications for educators, policymakers, and support services, emphasizing the need for tailored programs that empower parents as key partners in the educational process. Overall, this study underscores the potential of supportive and informed parental involvement in improving the academic trajectories of children with mild intellectual disabilities.
parental involvement, parental engagement, academic performance, children with mild intellectual disability, special education
Ravindra Kumar Kushwaha, Sarfaraz Ahmad. (2024). Parental Influence on the Academic Performance of Children With Mild Intellectual Disability. US-China Education Review A, May 2024, Vol. 14, No. 5, 319-328.
Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & Coll, C. G. (2001). The home environments of children in the United States Part I: Variations by age, ethnicity, and poverty status. Child Development, 72(6), 1844-1867.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568-586.
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support, and family
education on pupil achievements and adjustment: A literature review. Edmonton:
Queen’s Printer. Retrieved from https://www.nationalnumeracy.
org.uk/sites/default/files/documents/impact_of_parental_involvement/the_impact_of_parental_involvement.pdf
Epstein, J. L. (2001). School, family, and community partnerships. Westview Press: Westview Press.
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532-544.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52.
Keith, P. B., & Lichtman, M. V. (1994). Does parental involvement influence the academic achievement of Mexican-American eighth graders? Results from the national education longitudinal study. School Psychology Quarterly, 9(4), 256-272.
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491-511.
Sacker, A., & Schoon, I. (2007). Educational resilience in later life: Resources and assets in adolescence and return to education after leaving school at age 16. Social Science Research, 36(3), 873-896.
Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-206.
Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2008). Teaching students with special needs in inclusive settings. London: Pearson Education.
Sui-Chu, E. H., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69(2), 126-141.
Turnbull, A. P., & Turnbull, H. R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment. Kent: Prentice Hall.
Yoder, J. R., & Lopez, A. (2013). Parents’ perceptions of involvement in children’s education: Findings from a qualitative study of public housing residents. Child & Youth Care Forum, 42(5), 351-366.
Yoder, J. R., & Lopez, A. (2013). Parents’ perceptions of involvement in children’s education: Findings from a qualitative study of public housing residents. Child & Youth Care Forum, 42(5), 351-366.