Involvement and Experiences of Parents Having Children with Special Needs
##plugins.themes.bootstrap3.article.main##
This study determined the academic participation and experiences of parents having children with special needs. The narrative inquiry served as the study design, while the interview questionnaire served as the main instrument. Data obtained were transcribed, coded, and analyzed to determine the emerging themes and essence of the study. The results revealed that parents support their children’s scholastic activities and allow them to socialize with their peers. Their experiences in raising children with special needs include imposing discipline, teaching them domestic chores, siblings’ rivalry, and communication barriers. Taking things holistically, it can be concluded that parents of children with special needs immensely involve themselves in all the academic undertakings of their children. They are able to manage the challenges in raising children with special needs and provide them a well parental-related care.
References
-
Al-Shammari, Z. (2019). Leading Special Education Teachers to Envision Evidence-based Metacognitivist Instructional Strategies in Inclusive Education Schools. Education Quarterly Reviews, 2(2), 2019: 373-376.
Google Scholar
1
-
Andreou, E. (2019). Bullying and victimization in children with special educational needs: implications for inclusive practices. Retrieved from https://www.researchgate.net/publication/277118508_Bullying_and_victimization_in_children_with_special_educational_needs_implications_for_inclusive practices
Google Scholar
2
-
Barnard, W. M. (2016). Parent involvement in elementary school and educational attainment. Children and Youth Services Reviews, 26, 39-62. doi: 10.1016/j.childyouth.2003.11.002
Google Scholar
3
-
Chitiyo, M., & Muwana, F. C. (2018). Positive developments in special education In Zambia and Zimbabwe. International Journal of Whole Schooling, 14(1), 93-115.
Google Scholar
4
-
Cornelius, K., and Sandmel, K. (2018). Early Career Special Education Teachers Perceived Value of Being Mentored by General Education Teachers. The Journal of Special Education Apprenticeship, 7(3),1-20.
Google Scholar
5
-
Epstein (2011/2014/2018). Framework of Six Types of Involvement. Retrieved from: https://organizingengagement.org/models/framework-of-six-types- of-involvement.
Google Scholar
6
-
Givens, L.M. (2018). Sage Encyclopedia of Qualitative Research. Sage Publication, USA.
Google Scholar
7
-
Johnson, E., Crawford, A., & Moylan, L. (2019). Developing an Explicit Instruction Special Education Teacher Observation Rubric. The Journal of Special Education, 53(1), 28-40. DOI: 10.1177/0022466918796224.
Google Scholar
8
-
Kayhan, N. & Akmese, P. (2018). Examining the game teaching in special education teacher training in Turkey and European Union Member States. Cypriot Journal of Educational Science, 13(3), 349–359.
Google Scholar
9
-
Kauma, J. (2020). Inclusive Vision versus Special Education Reality. Educ. Sci.2020, 10, 258-267. Doi: 10.3390/educsci10090258.
Google Scholar
10
-
McKenna, M. & Millen, J. (2013). Look! Listen! Learn! Parent narratives and grounded theory models of parent voice, presence, and engagement in K– 12 educations.
Google Scholar
11
-
So-Young, K. and Lim, Y.J. (2016). Virtues and well-being of Korean Special Education Teachers. International Journal of Special Education, 31(1), 114-118.
Google Scholar
12
-
UNICEF (2020). Help and advice for families in a digital world. Parentinfo.org. Retrieved. Playing with others: autism. Retrieved from Raisingchildren.net.au. February 7, 2019.
Google Scholar
13
Most read articles by the same author(s)
-
Ma. Venus G. Estojero,
Behavioral Challenges of Parents to Children with Special Needs , European Journal of Education and Pedagogy: Vol. 3 No. 2 (2022)
Similar Articles
- Malebohang Catherine Morena, Setho John Mokhetsengoane, Maqenehelo Letseka-Manka, The Experiences of Part-time Primary School Teachers Studying in One University in Lesotho , European Journal of Education and Pedagogy: Vol. 5 No. 2 (2024)
- Jane Frances Akinyi Rarieya, Nyagwegwe Chaulo Wango, Mary Oluga, Omari Abunga, Accelerating Primary Education Tutors’ Acquisition of Gender-Responsive Pedagogies , European Journal of Education and Pedagogy: Vol. 5 No. 4 (2024)
- Maria Fousteri, Paraskevi Foti, A Creative Approach of the Differentiated Teaching and Project Method in Early Childhood Education , European Journal of Education and Pedagogy: Vol. 5 No. 2 (2024)
- Tingting Liang, Mar Morón Velasco, José María Sanahuja Gavaldà, Art and Heritage Culture: A High-Quality Inclusive Educational Experience in One Public School in Barcelona , European Journal of Education and Pedagogy: Vol. 4 No. 6 (2023)
You may also start an advanced similarity search for this article.