Parent characteristics and educational program involvement

Area of Science:

• Child Development
• Special Education
• Parental Engagement

Background:

• Observed disconnect between parental support for deaf children and school involvement.
• Previous research highlighted this phenomenon (Bennet, 1988; Boone, 1992; Harry, 1993).

Purpose of the Study:

• Investigate characteristics of care providers for deaf children.
• Examine the nature of parental involvement in educational programs.
• Determine the relationship between parent characteristics and involvement levels.

Main Methods:

• Interviewed 105 parents of deaf children aged 2-8 years in five U.S. cities.
• Assessed characteristics of care providers and their capacity for educational program engagement.
• Explored parental values and personal resources relevant to educational initiatives.

Main Results:

• Identified distinct subgroups of parents with varying capabilities for addressing educational needs.
• Documented diverse forms of parental response to educational requirements.
• Found an interaction between parent subgroups and the nature of their involvement.

Conclusions:

• Parental engagement in deaf children's education is multifaceted.
• Parent characteristics significantly influence involvement patterns.
• Understanding these dynamics is crucial for effective educational support programs.