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Autor/inn/en | Wondim, Mebrat G.; Asrat Getahun, Dawit; Golga, Dawit Negassa |
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Titel | Parental Involvement in the Education of Their Children with Disabilities in Primary Schools of Bahir Dar, Ethiopia: Do Education, Income and Employment Status Matter? |
Quelle | In: Journal of Research in Special Educational Needs, 21 (2021) 2, S.86-97 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Wondim, Mebrat G.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1471-3802 |
DOI | 10.1111/1471-3802.12502 |
Schlagwörter | Foreign Countries; Students with Disabilities; Parent Participation; Socioeconomic Status; Interpersonal Communication; Volunteers; Family Environment; Decision Making; Cooperation; Child Rearing; Employment Level; Income; Educational Attainment; Parent Background; Ethiopia Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung; Socio-economic status; Sozioökonomischer Status; Interpersonale Kommunikation; Freiwilliger; Familienmilieu; Decision-making; Entscheidungsfindung; Co-operation; Kooperation; Kindererziehung; Beschäftigungsgrad; Einkommen; Bildungsabschluss; Bildungsgut; Elternhaus; Äthiopien |
Abstract | This study explored the extent of parental involvement (PI) in the education of children with disabilities (CwDs), focusing on the influence of parents' socio-economic status (SES) on their involvement, and guided by Epstein's PI framework. Data were collected using a questionnaire designed to measure six dimensions of PI from 143 parents (n = 143) and analysed using descriptive and inferential statistics. Analysis revealed that among the six dimensions (parenting, communicating, volunteering, learning at home, decision-making and collaborating) 'parenting' is more prevalent than others. Further ranking of the means of dimensions proved that parental participation in 'parenting' was the top-ranked one, while the 'decision-making' and 'volunteering' were the lower ranked dimensions. Significant differences were observed in PI based on employment and income status. However, no significant difference in PI was found for parents at different levels of education. Thus, irrespective of SES, the study found parents appeared to have minimal involvement in their child's education. Similarities and divergence from previous research are highlighted. Educative programmes designed to help parents discharge their multifaceted responsibilities and support their child's education is a key recommendation. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |