Parent Involvement in Promoting Social Integration in Elementary Schools in Canada – A Preliminary Teachers’ Report
Main Article Content
Keywords
social integration, disabilities, children, education
Abstract
Parent involvement in children’s education is crucial to children’s education. It may also facilitate the social integration of children with disabilities which has been advocated for but which has been lacking. To effectively involve parents in promoting social integration, information is needed. Of interest would be knowledge of parents’ support of social integration and the role they play in promoting it. These questions were investigated based on teachers reports. Using a qualitative inquiry method, the result found only partial parent support and participation. Implications for advancing practice and research are suggested.
References
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Schwab, S., Huberb, C., & Gebhardt, M. (2016). Social acceptance of students with Down
syndrome and students without disability. An International Journal of Experimental
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Stainback W., & Stainback S. (Eds.) (1990). Support networks for inclusive schooling: Interdependent integrated education. Paul H. Brookes.
Topor, D., R., Keane, S. P., Shelton, T. L., & Calkins, S. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38,183-197. https://doi.org/10.1080/10852352.2010.486297
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Zhang, D., Hsu, H.-Y., Kwok, O.- M., Benz, M., & Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: Patterns associated with
race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22(1), 28–39. https://doi.org/10.1177/1044207310394447
Bronfenbrenner, U. (1979). The experimental ecology of education. Educational Researcher, 5, 5-15.
Dyson, L. L. (1997). Fathers and mothers of school-age children with developmental
disabilities: Parental stress, family functioning, and social support. American Journal on Mental Retardation, 102, 267–269. https://doi.org/10.1352/0895-8017(1997)102<0267:FAMOSC>2.0.CO;2
Fishman, C. E. & Nickerson, A. B. (2015). Motivations for involvement: A preliminary
investigation of parents of students with disabilities. Journal of Child and Families
Studies, 24, 523–535.
Goldman, S. E.; and Burke, M. M. (2017). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality: A Special Education Journal 25, 97-115. https://doi.org/10.1080/09362835.2016.1196444
Henderson, A. T., & Mapp, A. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory, National Center for Family and Community Connections with Schools.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban
elementary school student academic achievement. Urban Education, 40, 237- 269. https://doi.org/10.1177/0042085905274540
Johnson, L. J., & LaMontagne, M. J. (1993). Research methods using content analysis to examine the verbal or written communication of stakeholders within early intervention. Journal of Early Intervention, 17(1), 73–79.
https://doi.org/10.1177/105381519301700108
Juvonen, J., Lessard, L. M., Ritika Rastogi, R., Schacter, H. L., & Smith, D. S. (2019).
Promoting social inclusion in educational settings: Challenges and opportunities.
Educational Psychologist, 54, 250–270.
Laia, Y. C. & Gil, J. (2014). Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong. Educational Review, 66, 345–361. http://dx.doi.org/10.1080/00131911.2013.780007
Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10, 74-81. https://doi.org/10.1111/j.1471-3802.2010.01148.x
Ludlow, A., Skelly, C., & Rohleder, P. (2012). Challenges faced by parents of children diagnosed with autism spectrum disorder. Journal of Health Psychology, 17(5), 702– 711. https://doi.org/10.1177/1359105311422955
Koller, D., & Stoddart, K. (2021). Approaches that address social inclusion for children
with disabilities: A critical review. Child & Youth Care Forum, 50, 679–69.
McCay, L. O., & Keyes, D. W. (2001). Developing social competence in the inclusive primary classroom. Childhood Education, 70, 70-78.
Odom, S. L., Zercher, C., Marquart, J., Li, S., Sandall, S., & Wolfberg, P. (2002). Social relationships of children with disabilities and their peers in inclusive classrooms. In S. L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 61-80). Teachers College Press.
Schwab, S., Huberb, C., & Gebhardt, M. (2016). Social acceptance of students with Down
syndrome and students without disability. An International Journal of Experimental
Educational Psychology, 36, 1501-1515.
Stainback W., & Stainback S. (Eds.) (1990). Support networks for inclusive schooling: Interdependent integrated education. Paul H. Brookes.
Topor, D., R., Keane, S. P., Shelton, T. L., & Calkins, S. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38,183-197. https://doi.org/10.1080/10852352.2010.486297
Vyrastekova, J. (2021). Social inclusion of students with special educational needs assessed by the Inclusion of Other in the Self scale. PLoS ONE 16(4): e0250070.
https://doi.org/10.1371/journal.pone.0250070
Zhang, D., Hsu, H.-Y., Kwok, O.- M., Benz, M., & Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: Patterns associated with
race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22(1), 28–39. https://doi.org/10.1177/1044207310394447
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Published
Jan 1, 2025
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Research Articles and Essays
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