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Related Concept Videos

Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Related Experiment Video

Updated: May 15, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Parent Involvement in the Transition Process of Children with Intellectual Disabilities: An Implication for Social

Kitty Yuen-Han Mo1, Alice Yip2, Pui-Man Chu3

  • 1Department of Social Work, Hong Kong Shue Yan University, Hong Kong, China.

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Summary

Parents actively support children with disabilities during transitions through diverse involvement at home and school. This research emphasizes strong school-family partnerships and tailored support for successful child development.

Keywords:
Transitionqualitative studysocial workvocational rehabilitation

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Area of Science:

  • Child Development
  • Educational Psychology
  • Social Work

Background:

  • School social workers and counselors play a crucial role in supporting parents of children with disabilities.
  • Effective parent involvement is vital for children's successful transitions and development.
  • Creating a supportive home environment that mirrors school-like structures aids learning.

Purpose of the Study:

  • To investigate diverse parent involvement methods in children's transitions.
  • To explore innovative strategies for fostering a school-like home environment.
  • To understand the perspectives of Chinese caregivers and social workers on parent involvement.

Main Methods:

  • Semi-structured interviews were conducted with nine Chinese caregivers and three social workers.
  • Content analysis was used to identify key themes in parent involvement.
  • The study explored parent involvement across home, school/agency, and future planning domains.

Main Results:

  • Parents demonstrate active and varied involvement in their children's transition process.
  • Key areas of involvement include home-based activities, school/agency engagement, and future planning.
  • Factors influencing parent involvement were identified, highlighting the importance of school-family partnerships.

Conclusions:

  • The study underscores the significance of strong school-family partnerships for children with disabilities.
  • Insights are provided for social workers and counselors to develop effective support measures.
  • Equipping parents with knowledge and skills for home-based training is recommended for enhanced child development.