Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) “aggressive” involvement; (2) factors in transforming parental involvement; and (3) “rational” involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change.
This study mainly explored psychological stress caused by the COVID-19 among parents in developmental disabilities and how it was related to parents’ views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 1919 parents of children with developmental disabilities. Results showed that parent characteristics including gender, age, educational level, family income and job nature and children characteristics (i.e., disability types) were related to psychological stress caused by the COVID-19, and that psychological stress caused by the COVID-19 significantly negatively predicted parents’ views of school success. The contributions, limitations, and implications of the present research are discussed.
We explored how psychological stress and parenting styles predicted parental involvement for children with intellectual disabilities during the COVID-19 pandemic by adminsitering the Psychological Stress Questionnaire, Parenting Style Index and Parental Involvement Scale to 995 parents of children with intellectual disabilities. Our results indicated that psychological stress significantly negatively predicted parental involvement. In addition, three dimension of parenting styles significantly positively predicted parental involvement, with the results of acceptance/involvement (β ranging from 0.19 to 0.55, p < 0.001), strictness/supervision (β ranging from 0.16 to 0.34, p < 0.05), and psychological autonomy (β ranging from 0.23 to 0.28, p < 0.001). The present research's significance, limitations, and implications are also discussed.
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