A Classification of Mothers’ Participation in the Educational Processes of Children with Intellectual Developmental Disability

Document Type : Original Article

Authors

1 MA in Education and Psychology of Exceptional Children, Department of Psychology, University of Guilan, Rasht, Iran

2 Associate Professor, Departman of Psychology, University of Guilan, Rasht, Iran

3 Associate Professor, Department of Educational sciences and counseling, University of Guilan, Rasht, Iran

Abstract

Background: Mothers engage in a range of different ways when educating children with intellectual developmental disabilities. This variety reflects their dedication and deep concern for adequately meeting their maternal roles.
Aim: The aim of the present study was to examine the various forms of mothers’ involvement in the education of children with intellectual developmental disorders.
Method: This study employed a qualitative approach using thematic analysis and thematic coding to analyze and classify the research data. The study population consisted of mothers of children with intellectual developmental disorders attending special needs schools in Rasht. Participants were selected through purposive sampling. Considering the criterion of theoretical saturation to determine sample size, semi-structured interviews continued until saturation was reached, resulting in a total of 20 participants. To ensure the study’s credibility, participant consent regarding the content of their statements was obtained at the end of each interview.
Results: The results of the interviews were categorized into five main themes and eleven sub-themes. The main themes reflected different forms of mothers' involvement, including school engagement, reliance on private institutions, seeking relief through magical practices, religious-delegative coping, and passivity. Each of these themes emerged through the analysis and synthesis of several underlying sub-themes.
Conclusions: The findings of this study revealed that mothers employ a variety of strategies-sometimes combining different approaches-to compensate for gaps in their children’s education. These insights offer valuable practical implications for professionals involved in special education, including educators, specialists, teachers, and counselors, by highlighting the importance of effectively engaging parents in efforts to enhance the education of children with intellectual developmental disorder.

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References

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Qualitative Research in Behavioral Sciences (QRBS)
Volume 3, Issue 2 - Serial Number 6
February 2025
Pages 219-234

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History

  • Receive Date: 06 November 2024
  • Revise Date: 17 January 2025
  • Accept Date: 20 January 2025

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