Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities

Autor/inn/en	Abed, Mohaned G.; Shackelford, Todd K.
Titel	Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 2, S.144-154 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shackelford, Todd K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12304
Schlagwörter	Parent Participation; Parent School Relationship; Students with Disabilities; Elementary School Students; Parent Attitudes; Learning Disabilities; Foreign Countries; Phenomenology; Educational Practices; Barriers; Saudi Arabia + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternverhalten; Learning handicap; Lernbehinderung; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Bildungspraxis; Saudi-Arabien
Abstract	This exploratory, qualitative study investigated the perceptions of Saudi Arabian parents of elementary school-aged children with learning disabilities with regard to their involvement in their children's education. Guided by results of previous research conducted primarily with Western samples, and using a semistructured interview methodology followed by thematic phenomenological analyses, specific interview topics included parental perceptions of (a) the importance of parent-school partnerships, (b) the means of encouraging a parent-school relationship, and (c) how school practices may affect parental participation. The study involved 13 parents of children in elementary education (ages 7-12 years) diagnosed with learning disabilities. The results suggest several ways to overcome the involvement barriers reported by parents. (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