Qualitative Research in Behavioral Sciences

Qualitative Research in Behavioral Sciences

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

Document Type : Original Article

Authors
mohadese bagherzade lakani 1
sajjad rezaei 2
amir Qorbanpoorlafmejani 3
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
10.22077/qrbs.2025.8339.1066
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.
Keywords
parental involvement
children with intellectual developmental disorders
mothers
education
thematic analysis
intellectually disabled
intellectual disability
intellectual developmental disorder
Subjects

References

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  2. Al-Dababneh, K. A., Al-Zboon, E. K., & Baibers, H. (2016). Jordanian parents’ beliefs about the causes of disability and the progress of their children with disabilities: Insights on mainstream schools and segregated centres. European Journal of Special Needs Education, 32(3), 362-376. https://doi.org/10.1080/08856257.2016.1240341
  3. Anand, A., & Faijullah Khan, M. (2020). Childs specific learning disability (sld) & Their effects on parents burden & stress: A phenomenolocial study. An International Bilingual Peer Reviewed Refereed Research Journal, 10(39), 52-61. https://www.researchgate.net/publication/351055361
  4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
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  6. Diken, I. H. (2006).Turkish mothers interpretations of the disability of their children with mental retardation. International Journal of Special Education (IJSE), 21(2), 8-17. https://www.researchgate.net/publication/289426752
  7. Donkor, M., Atta, G. P., Acheampong, F., & Atta-Asiamah, E. (2024). Effects of parental involvement in education on the academic achievement of students in ghana. British Journal of Psychology Research, 12(1), 49-65. https://doi.org/10.37745/bjpr.2013/vol12n14965
  8. Durisic, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137-153. http://dx.doi.org/10.26529/cepsj.291
  9. Fisher, Y. (2009). Parental Involvement: Implementing a theory. US-China Education Review, 6(11), 33-45. https://www.researchgate.net/publication/230754080
  10. Goldman, S. E., & Burke, M. M. (2016). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality, 25(2), 97-115. https://doi.org/10.1080/09362835.2016.1196444
  11. Harris, J. C. (2006). Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment. Oxford Academic. https://doi.org/10.1093/oso/9780195178852.001.0001
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  13. John, A., & Montgomery, D. (2015). Parental explanatory models of child’s intellectual disability: A q methodology study. International Journal of Disability Development and Education, 63(3), 293-308. https://doi.org/10.1080/1034912X.2015.1085001
  14. Lau, E. Y. H., Li, H., & Rao, N. (2011). Parental involvement and children’s readiness for school in china. Educational Research, 53(1), 95-113. https://doi.org/10.1080/00131881.2011.552243
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  22. Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental involvement and student engagement: A review of the literature. Sustainability, 15(7), 5859. https://doi.org/10.3390/su15075859
  23. Zeynep Gümüs, D. Z., Kahraman, G., Emel Aner, A., & Deniz, S. (2021). Comparison and examination of the death anxiety of parents with and without having mental retarded children. The Journal of Neurobehavioral Sciences, 8(1), 28-35. https://doi.org/10.4103/jnbs.jnbs_46_20

  1. References

    1. Ahmad, Sh., & Ali, I. (2018). Superstitions and intellectual disability: Local discourses of science and religion in kheyber pakhtun khiva. Peshawar Ilamicus, 9(1), 23-32. https://prdb.pk/article/superstitions-and-intellectual-disability-local-discourses-2364
    2. Al-Dababneh, K. A., Al-Zboon, E. K., & Baibers, H. (2016). Jordanian parents’ beliefs about the causes of disability and the progress of their children with disabilities: Insights on mainstream schools and segregated centres. European Journal of Special Needs Education, 32(3), 362-376. https://doi.org/10.1080/08856257.2016.1240341
    3. Anand, A., & Faijullah Khan, M. (2020). Childs specific learning disability (sld) & Their effects on parents burden & stress: A phenomenolocial study. An International Bilingual Peer Reviewed Refereed Research Journal, 10(39), 52-61. https://www.researchgate.net/publication/351055361
    4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
    5. Chukwa, N., Okoye, U., Onyeneho, N., & Okeibunor, J. (2019). Coping strategies of families of persons with disability in lmo state of nigeria. Journal of health, population and nutrition, 38(1), 9. https://doi.org/10.1186/s41043-019-0168-2
    6. Diken, I. H. (2006).Turkish mothers interpretations of the disability of their children with mental retardation. International Journal of Special Education (IJSE), 21(2), 8-17. https://www.researchgate.net/publication/289426752
    7. Donkor, M., Atta, G. P., Acheampong, F., & Atta-Asiamah, E. (2024). Effects of parental involvement in education on the academic achievement of students in ghana. British Journal of Psychology Research, 12(1), 49-65. https://doi.org/10.37745/bjpr.2013/vol12n14965
    8. Durisic, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137-153. http://dx.doi.org/10.26529/cepsj.291
    9. Fisher, Y. (2009). Parental Involvement: Implementing a theory. US-China Education Review, 6(11), 33-45. https://www.researchgate.net/publication/230754080
    10. Goldman, S. E., & Burke, M. M. (2016). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality, 25(2), 97-115. https://doi.org/10.1080/09362835.2016.1196444
    11. Harris, J. C. (2006). Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment. Oxford Academic. https://doi.org/10.1093/oso/9780195178852.001.0001
    12. Hemming, E., & Akhurst, J. (2009). Mothers’ life-worlds in a developing context when a child has special needs. Indo-Pacific Journal of Phenomenology, 9(1), 1-12. https://doi.org/10.1080/20797222.2009.11433988
    13. John, A., & Montgomery, D. (2015). Parental explanatory models of child’s intellectual disability: A q methodology study. International Journal of Disability Development and Education, 63(3), 293-308. https://doi.org/10.1080/1034912X.2015.1085001
    14. Lau, E. Y. H., Li, H., & Rao, N. (2011). Parental involvement and children’s readiness for school in china. Educational Research, 53(1), 95-113. https://doi.org/10.1080/00131881.2011.552243
    15. Miryam, Sh. B., & Tizdel, E. (2015). Qualitative research: Design and application guide (4th Edition). Publisher John Wiley & Sons. https://books.google.com/books/about/Qualitative_Research.html?id=JFN_BwAAQBAJ
    16. Morgan, F., & Tan, B. K. (2011). Parental views from rural cambodia on disability causation and change. Disability and Rehabilitation, 33(21-22), 2114-2120. https://doi.org/10.3109/09638288.2011.560334
    17. Narayan, J., Chakravarti, S. N., David, J., & Kanniappan, M. (2005). Analysis of educational support systems for children with mental retardation and autism spectrum disorders. International Journal of Rehabilitation Research, 28(4), 365-368. https://doi.org/10.1097/00004356-200512000-00011
    18. Oranga, J., Matere, A., & Nykundi, E. (2023). Importance and types of parental involvement in education. Open Access Library Journal, 10, 1-9. https://doi.org/10.4236/oalib.1110512
    19. Shapiro, Sh., Monzo, L., Rueda, R., & Blacher, J. (2004). Alienated advocacy: perspectives of latina mothers of young adults with developmental disabilities on service systems. Ment Retard, 42(1), 37-54. https://doi.org/10.1352/0047-6765(2004)42<37:AAPOLM>2.0.CO;2
    20. Thompson, A., & Harper, D. (2012). Qualitatives research methods in mental health and Psychotherapy: A guide for students and practitioners. Wiley-Blackwell. http://dx.doi.org/10.1002/9781119973249
    21. Wilder, S. (2013). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009
    22. Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental involvement and student engagement: A review of the literature. Sustainability, 15(7), 5859. https://doi.org/10.3390/su15075859
    23. Zeynep Gümüs, D. Z., Kahraman, G., Emel Aner, A., & Deniz, S. (2021). Comparison and examination of the death anxiety of parents with and without having mental retarded children. The Journal of Neurobehavioral Sciences, 8(1), 28-35. https://doi.org/10.4103/jnbs.jnbs_46_20

  • Receive Date 07 October 2024
  • Revise Date 17 January 2025
  • Accept Date 20 January 2025