Parenting Styles, Parental Involvement in School, and Educational Functioning of Children with Special Needs Integrated into Mainstream Education

Abstract

The study examined the relationship between parenting style and parental involvement in school and educational functioning among children with various disabilities integrated into mainstream education. It includes 116 parents of children with special needs who reported their children according to formal educational evaluations they possessed. The sample of children reported by parents disproportionately represents six age layers | =9.23, SD=1.85|and 3 main disability groups. Multivariate regression analyses indicated that parenting style and parental involvement in school explain a significant proportion of the variance in educational functioning among children with attention deficit disorders and complex disabilities. Within the first group, parental involvement significantly mediated the relationship between parenting style and educational functioning. Parenting style and parental involvement modestly predicted academic achievements in language skills and mathematics field (respectively) in the general sample. Significant relationships between parenting style and educational functioning and achievements in these tests pointed to better performance of children of authoritative parents compared with children of authoritarian parents. The main findings stress the need to encourage and nurture authoritative parenting traits, along with consistent parental involvement in school, as significant means of improving and strengthening the educational functioning among children with special needs integrated into mainstream education.The theoretical and educational implications of these findings are discussed in the light of relevant literature.

Depression and social anxiety mediate the relationship between parenting styles and risk of eating disorders: A study among Arab adolescents

“…They set clear rules for the child and work to enforce them, but also recognise the child's personal desires and opinions. Most studies have found authoritative parenting style to be positively associated with adaptive functioning and mental health (Keller, 2012) and negatively associated with anxiety disorders, social anxiety (Yaffe, 2015), depressive symptomology (Dwairy et al, 2006) and EDs (Latzer et al, 2015), more so than the other two parenting styles.…”

“…Taken together, studies suggest that permissive and authoritarian parenting styles are related to non-adaptive functioning and lower mental health (Keller, 2012), as well as to social anxiety (Yaffe, 2015), depression and EDs (Latzer et al, 2015). Furthermore, social anxiety and depression were found to be associated both with risk of EDs (Herpertz et al, 2011) and with parenting styles (Yaffe, 2015).…”

The Influence of Family Communication Patterns on Parenting Agreements for Children with Special Needs

“…Family communication is creating, sharing and managing meaning in interactions between family members as a continuous, complex communication process, changing activities from the past to the reality of family members to the future (Chris Segrin, 2011). Implementing appropriate parenting styles in raising children with special needs will have a real positive impact on the child's functioning at the emotional, social and educational levels (Yaffe, 2015). In general, among children with multi-problem developmental disabilities (Downs syndrome and autism), this parenting style is expressed in high levels of responsiveness, sensitivity and training, and it is associated with improved communicative and social functioning (Dyches et al, 2012).…”

Peranan Orang Tua Anak Tunanetra Berdasarkan Status Sosial dalam Mengembangkan Potensi Anak

“…Salah satu sikap andil orang tua pada anak tunanetra yaitu keputusan orang tua menyekolahkan anak tunanetra di sekolah khusus yaitu SLB Negeri Sragen. Yaffe (2015) melakukan penelitian terkait gaya pengasuhan dan keterlibatan orang tua anak berkebutuhan khusus di sekolah. Peranan orang tua penting bagi perkembangan anak, terutama di bidang akademik.…”