Family Involvement in Schools with Deaf and Hard of Hearing Children
Perceptions of Family Involvement in Schools among Families with Deaf and Hard of Hearing Children
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Families are involved in their children s lives in many different ways. Its importance for children s academic success, whether hearing or deaf, is supported by research. No study has examined family perceptions of family involvement in schools with deaf or hard of hearing children. The purpose of this study was to examine family perceptions of their involvement in schools, how schools encourage family involvement, suggestions families have for schools to promote family involvement, and barriers to family involvement in schools serving deaf and hard of hearing children. Families with deaf or h...
Families are involved in their children s lives in
many different ways. Its importance for children s
academic success, whether hearing or deaf, is
supported by research. No study has
examined family perceptions of family involvement in
schools with deaf or hard of hearing children. The
purpose of this study was to examine family
perceptions of their involvement in schools, how
schools encourage family involvement, suggestions
families have for schools to promote family
involvement, and barriers to family involvement in
schools serving deaf and hard of hearing children.
Families with deaf or hard of hearing children
completed a survey based on the Epstein Model that
covered six types of family involvement: Parenting,
Communicating, Volunteering, Learning at home,
Decision making, and Collaborating with community.
For the purpose of this study, a seventh type, Deaf
related issues, was added to address the unique
needs of families with deaf and hard of hearing
children. Reccomendations and suggestions to remove
barriers are made for enhancing family involvement
within schools and preparing future teachers.
many different ways. Its importance for children s
academic success, whether hearing or deaf, is
supported by research. No study has
examined family perceptions of family involvement in
schools with deaf or hard of hearing children. The
purpose of this study was to examine family
perceptions of their involvement in schools, how
schools encourage family involvement, suggestions
families have for schools to promote family
involvement, and barriers to family involvement in
schools serving deaf and hard of hearing children.
Families with deaf or hard of hearing children
completed a survey based on the Epstein Model that
covered six types of family involvement: Parenting,
Communicating, Volunteering, Learning at home,
Decision making, and Collaborating with community.
For the purpose of this study, a seventh type, Deaf
related issues, was added to address the unique
needs of families with deaf and hard of hearing
children. Reccomendations and suggestions to remove
barriers are made for enhancing family involvement
within schools and preparing future teachers.
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