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Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review

Year 2014, Volume: 6 Issue: 2, 177 - 203, 14.07.2015
https://doi.org/10.20489/intjecse.30749

Abstract

There is mounting evidence that parental involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate parental involvement concept and potential in a concrete context, this paper review and analyse, 1) the empirical literature that explain the interaction between parental involvement, inclusive education and learners educational achievement, 2) synthesize findings that relates parental involvement paradigms with psycho-educational development of children, 3) uses both developmental ecological perspectives and Hoover-Dempsey and Sandler model (1995) to analyse and explain the interaction amongst parents’ involvement, school ecology and student’s academic success. Finally, findings reveals a strong and meaningful relationship between parental involvement and academic achievement and that parent’s beliefs, expectations and experiences are important ingredients that support better learning outcomes for children. 

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Year 2014, Volume: 6 Issue: 2, 177 - 203, 14.07.2015
https://doi.org/10.20489/intjecse.30749

Abstract

References

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There are 144 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Olusegun Afolabi

Publication Date July 14, 2015
Published in Issue Year 2014 Volume: 6 Issue: 2

Cite

APA Afolabi, O. (2015). Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review. International Journal of Early Childhood Special Education, 6(2), 177-203. https://doi.org/10.20489/intjecse.30749

Cited By

Empowering Diverse Families
International Journal of Early Childhood Special Education
Heather COLEMAN
https://doi.org/10.20489/intjecse.702077