A Systematic Review of Interventions Promoting Parental Involvement in the Education of School-Aged Children With Disabilities

Abstract

The purpose of this study was to systematically map and synthesise literature on interventions that promote the involvement of parents of school-aged children with disabilities in education. The study focused on peer-reviewed, primary intervention studies published in English between 2000 and 2021. Nine databases were searched, and 21 articles were identified and included in the review. The Mixed Methods Appraisal Tool was used to assess the quality of the included studies, and narrative analysis was used to synthesise the data. The duration of the interventions varied from 7 to 36 months. Most studies were conducted within the context of high-income countries and focused on parents of children with intellectual disabilities. Most studies reported positive effects on one or more groups: parents, children, schools, and communities. However, there was heterogeneity in the outcome measures used, which limits comparability across interventions. The quality assessment revealed high-/medium-bias risks in most articles. Future research should include higher quality studies driven by theoretical models. The results support the need for more research on parental involvement in the education of children with disabilities, especially intervention studies within the context of low- and medium-income countries.