The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments

McDonnall, Michele C.; Cavenaugh, Brenda S.; Giesen, J. Martin

doi:10.1177/0022466910365169

Cited by 36 publications

(30 citation statements)

References 24 publications

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“…These results correspond to those of both McDonnall, Cavenaugh, and Giesen (2012) and Şad and Gürbüztürk (2013), who reported finding that parental involvement decreased across successive grades.…”

Section: Discussionsupporting

confidence: 90%

Parental Involvement in Inclusive Education of Children with Special Educational Needs

2015

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We investigated the involvement in their children's education at home and at school of 170 parents (148 mothers, 22 fathers) of Lithuanian children with special educational needs. The children, aged 12-16 years, were receiving their schooling in an inclusive educational environment. Participants completed measures of their perceptions of parental involvement with their child's schoolwork and with teachers, and of teacher involvement with parents. We found that 68.8% of the parents were able to identify their child's specific learning problem, and that just over half were involved in the education process at home. Further, one-third of the parents perceived that they were equal partners when communicating with teachers, and more highly educated parents devoted more time to communicating with their children than did parents with a lower level of education.

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Section: Discussionsupporting

confidence: 90%

Parental Involvement in Inclusive Education of Children with Special Educational Needs

2015

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“…More recent studies have sought to understand the relationship between these two factors (De Carvalho, 2000;Galindo & Sheldon, 2012;Ice & Hoover-Dempsey, 2011;Lee & Bowen, 2006), particularly within the special education community (Duchnowski et al, 2012;Hosp & Reschly, 2004;McDonnall, Cavenaugh, & Giesen, 2012;Wagner, Newman, Cameto, Javitz, & Valdes, 2012) and minoritized student populations (Bower & Griffin, 2011;De Carvalho, 2000;Jeynes, 2003Jeynes, , 2005Jeynes, , 2007Lee & Bowen, 2006;Souto-Manning & Swick, 2006;Sui-Chu & Willms, 1996).…”

Section: Parental Involvement Researchmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

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In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

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“…In addition, poorer immediate problem‐solving skills (Cole & Pheng ) and poorer mathematical skills (McDonnall et al. ) have been found in children with a visual disability. Visually impaired children also tend to develop poorer social skills than their nondisabled peers (Diamond et al.…”

Section: Introductionmentioning

confidence: 99%

Evaluating rehabilitation goals of visually impaired children in multidisciplinary care according to ICF‐CY guidelines

Rainey

Nispen

Rens

2013

Acta Ophthalmologica

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ABSTRACT.Purpose: To gain qualitative insight into the rehabilitation goals of visually impaired children and how these goals relate to the structure of the International Classification of Functioning, Disability and Health (ICF) and patient characteristics. Methods: A patient record study was conducted, analysing rehabilitation goals and characteristics of children with a suspected visual impairment in the Netherlands (<18 years) who applied for multidisciplinary services in 2012 (N = 289). Chi-square analyses for trend in rehabilitation content across age bands and additional analyses were performed. Results: The three most common diagnoses were nystagmus (21.2%), cerebral visual impairment (16.2%) and albinism (6.1%). Rehabilitation goals for children aged <7 years were mostly aimed at 'physical (visual) functioning' (36.7%) and 'environmental factors' (36.7%). For children ≥7 years, significantly more goals were identified on activity and participation (A&P) domains (52.2%). Three A and P domains presented a significant linear trend on the number of rehabilitation goals across age bands: (1) 'Learning and applying knowledge' (13.042, p < 0.001), (4) 'Mobility' (31.340, p < 0.001) and (8) 'Major life areas' (5.925, p = 0.015). Regression analysis showed that both age and visual acuity significantly contributed to the number of A and P goals. Conclusion: Although analyses were based on a selection of patient records, the number and nature of rehabilitation goals differ significantly with age. Many A and P goals seem underrepresented at the intake procedure, for example: communication, peer interaction and participating in leisure activities. A systematic, standardized procedure is required to catalogue all existing goals and to be able to evaluate progress and potential new or other important goals.

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The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments

Cited by 36 publications

References 24 publications

Parental Involvement in Inclusive Education of Children with Special Educational Needs

Parental Involvement in Inclusive Education of Children with Special Educational Needs

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Evaluating rehabilitation goals of visually impaired children in multidisciplinary care according to ICF‐CY guidelines

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