Parent Characteristics and Educational Program Involvement

Researchers have noted the apparently contradictory phenomenon of parents highly supportive of their deaf or hard of hearing child but apparently uninvolved with their child s school program (e.g., Bennet, 1988; Boone, 1992; Harry, 1993). This study explored this phenomenon by asking: What are the c...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 1998-12, Vol.143 (5), p.425-432
Main Authors: Kluwin, Thomas N., Corbett, Carolyn A.
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescent
Biological and medical sciences
Caregivers
Child
Child care
Child, Preschool
Children
Children & youth
Deafness
Early Childhood Education
Early Intervention
Education
Education, Special
Educational Environment
Educational Needs
Hard of Hearing
Hearing Disorders
High school graduates
Hispanics
Humans
Individualized Education Programs
Individualized Instruction
Interviews
Language Skills
Medical sciences
Parent Child Relationship
Parent Participation
Parent School Relationship
Parent-Child Relations
Parents
Parents & parenting
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Questionnaires
School dropouts
Special education. Orthophony
Surveys and Questionnaires
Treatments
Young Children
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Summary:Researchers have noted the apparently contradictory phenomenon of parents highly supportive of their deaf or hard of hearing child but apparently uninvolved with their child s school program (e.g., Bennet, 1988; Boone, 1992; Harry, 1993). This study explored this phenomenon by asking: What are the characteristics of these children s care providers? What is the nature of involvement? Is there a relationship between involvement or noninvolvement and parents characteristics? One hundred and five parents of deaf children ages 2 to 8 years in five U.S. cities were interviewed to ascertain the characteristics of those providing care for these children and their ability to respond to educational program initiatives requiring a specific set of values as well as certain personal resources. The authors found that (1) there are distinct subgroups of parents with distinct capabilities for responding to their children s educational needs; (2) there are different forms of response to a child s educational needs; (3) there is an interaction between parent type and nature of the response.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2012.0132