Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-18T21:51:25.908Z Has data issue: false hasContentIssue false
  • English
  • Français

Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan

Published online by Cambridge University Press:  21 May 2019

Karma Jigyel Open the ORCID record for Karma Jigyel [Opens in a new window] ,
Judith A. Miller ,
Sofia Mavropoulou  and
Jeanette Berman
Karma Jigyel*
Affiliation:
University of New England, Australia
Judith A. Miller
Affiliation:
University of New England, Australia
Sofia Mavropoulou
Affiliation:
Queensland University of Technology, Australia
Jeanette Berman
Affiliation:
University of New England, Australia
*
*Corresponding author. Email: kjigyel@myune.edu.au
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reports the findings from a study investigating Bhutanese parents’ involvement in supporting their children with special educational needs (SEN) in schooling. The interaction between the parents themselves in supporting each other was also explored. Individual interviews were conducted with 26 parents (13 fathers and 13 mothers) of children with either full inclusion or partial inclusion in 3 schools located in 3 regions (urban, semi-urban, and rural) and analysed using manual thematic coding and Leximancer text mining software. Of Epstein’s (1987) 6 types of parental involvement activities in education, these parents reported their actions to be parenting, volunteering in schools, supporting learning and development at home, and collaborating with the community. The minimal interaction among the parents was mostly between the stay-in-school urban mothers who had consistent but impromptu and informal interactions. The implications of this study inform the need for schools to respond to policy and to actively engage parents, and for education programs and support groups to be set up to strengthen parental involvement in the education of children with SEN in Bhutan.

Keywords

involvementinclusionparentsspecial educational needsLeximancerBhutan
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 43 , Issue 1 , July 2019 , pp. 54 - 68
Copyright
© The Author(s) 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

References

Afolabi, O. E. (2014). Parents’ involvement in inclusive education: An empirical test for the psycho-educational development of learners with special educational needs (SENs). International Journal of Educational Administration and Policy Studies, 6(10), 196–208.Google Scholar
Balli, D. (2016). Importance of parental involvement to meet the special needs of their children with disabilities in regular schools. Academic Journal of Interdisciplinary Studies, 5(1), 147–152. https://doi.org/10.5901/ajis.2016.v5n1p147 Google Scholar
Bennett, K. S., & Hay, D. A. (2007). The role of family in the development of social skills in children with physical disabilities. International Journal of Disability, Development and Education, 54, 381–397. https://doi.org/10.1080/10349120701654555 CrossRefGoogle Scholar
Benson, P., Karlof, K. L., & Siperstein, G. N. (2008). Maternal involvement in the education of young children with autism spectrum disorders. Autism, 12, 47–63. https://doi.org/10.1177/1362361307085269 CrossRefGoogle ScholarPubMed
Brandon, R. R. (2007). African American parents: Improving connections with their child’s educational environment. Intervention in School and Clinic, 43, 116–120. https://doi.org/10.1177/10534512070430020301 Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa CrossRefGoogle Scholar
Carpenter, B., & Towers, C. (2008). Recognising fathers: The needs of fathers of children with disabilities. Support for Learning, 23, 118–125. https://doi.org/10.1111/j.1467-9604.2008.00382.x CrossRefGoogle Scholar
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education (7th ed.). London, UK: Routledge. https://doi.org/10.4324/9780203720967 CrossRefGoogle Scholar
Cooksey, R. W., & McDonald, G. (2011). Surviving and thriving in postgraduate research. Prahran, Australia: Tilde University Press.Google Scholar
Cooper, C. E. (2010). Family poverty, school-based parental involvement, and policy-focused protective factors in kindergarten. Early Childhood Research Quarterly, 25, 480–492. https://doi.org/10.1016/j.ecresq.2010.03.005 CrossRefGoogle Scholar
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London, UK: SAGE.Google Scholar
Cretchley, J., Rooney, D., & Gallois, C. (2010). Mapping a 40-year history with Leximancer: Themes and concepts in the Journal of Cross-Cultural Psychology . Journal of Cross-Cultural Psychology, 41, 318–328. https://doi.org/10.1177/0022022110366105 CrossRefGoogle Scholar
Dhingra, R., Manhas, S., & Sethi, N. (2007). Involvement of parents in school related activities. Journal of Social Sciences, 15, 161–167. https://doi.org/10.1080/09718923.2007.11892578 CrossRefGoogle Scholar
Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and Urban Society, 19, 119–136. https://doi.org/10.1177/0013124587019002002 CrossRefGoogle Scholar
Epstein, J. L. (1992). School and family partnerships (Report No. 6). Baltimore, MD: The Johns Hopkins University, Center on Families, Communities, Schools, and Children’s Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED343715.pdf Google Scholar
Flippin, M., & Crais, E. R. (2011). The need for more effective father involvement in early autism intervention: A systematic review and recommendations. Journal of Early Intervention, 33, 24–50. https://doi.org/10.1177/1053815111400415 CrossRefGoogle Scholar
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston, MA: Pearson.Google Scholar
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117–129.Google Scholar
Greif, J. L., & Greif, G. L. (2004). Including fathers in school psychology literature: A review of four school psychology journals. Psychology in the Schools, 41, 575–580. https://doi.org/10.1002/pits.10194 CrossRefGoogle Scholar
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63, 37–52. https://doi.org/10.1080/00131911.2010.488049 CrossRefGoogle Scholar
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269. https://doi.org/10.1177/0042085905274540 CrossRefGoogle Scholar
Jigyel, K., Miller, J. A., Mavropoulou, S., & Berman, J. (2018a). Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan. International Journal of Inclusive Education, 22, 1288–1305. https://doi.org/10.1080/13603116.2018.1426053 CrossRefGoogle Scholar
Jigyel, K., Miller, J. A., Mavropoulou, S., & Berman, J. (2018b). Benefits and concerns: Parents’ perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2018.1511761 CrossRefGoogle Scholar
Kenny, M., Shevlin, M., Walsh, P. N., & McNeela, E. (2005). Accessing mainstream: Examining the struggle for parents of children who have learning difficulties. Journal of Research in Special Educational Needs, 5, 11–19. https://doi.org/10.1111/j.1471-3802.2005.00034.x CrossRefGoogle Scholar
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55, 115–122. https://doi.org/10.1080/10459880903472876 CrossRefGoogle Scholar
Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50, 172–183. https://doi.org/10.1111/j.1365-2788.2005.00732.x CrossRefGoogle ScholarPubMed
Lee, J.-S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193–218. https://doi.org/10.3102/00028312043002193 CrossRefGoogle Scholar
Lendrum, A., Barlow, A., & Humphrey, N. (2015). Developing positive school–home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND). Journal of Research in Special Educational Needs, 15, 87–96. https://doi.org/10.1111/1471-3802.12023 CrossRefGoogle Scholar
Leximancer manual (Version 2.23). (2007). Retrieved from https://www.leximancer.com/wiki/images/archive/7/77/20080826071142!Leximancer_V2_Manual.pdf Google Scholar
Lim, M. (2012). Unpacking parent involvement: Korean American parents’ collective networking. School Community Journal, 22(1), 89–109.Google Scholar
Lo, L. (2010). Perceived benefits experienced in support groups for Chinese families of children with disabilities. Early Child Development and Care, 180, 405–415. https://doi.org/10.1080/03004430802002625 CrossRefGoogle Scholar
López, G. R., & Stoelting, K. (2010). Disarticulating parent involvement in Latino-impacted schools in the Midwest. In Marsh, M. M., & Turner-Vorbeck, T. (Eds.), (Mis)Understanding families: Learning from real families in our schools (pp. 19–36). New York, NY: Teachers College Press.Google Scholar
McCabe, H. (2008). The importance of parent-to-parent support among families of children with autism in the People’s Republic of China. International Journal of Disability, Development and Education, 55, 303–314. https://doi.org/10.1080/10349120802489471 CrossRefGoogle Scholar
Ministry of Education (MoE). (2014). Bhutan education blueprint 2014-2024: Rethinking education. Thimphu, Bhutan: Ministry of Education, Royal Government of Bhutan.Google Scholar
Ministry of Education (MoE). (2017). Standards for inclusive education. Thimphu, Bhutan: Ministry of Education.Google Scholar
Ministry of Health and Education. (2003). Education sector strategy: Realizing Vision 2020 policy and strategy. Thimphu, Bhutan: Department of Education.Google Scholar
Newman, L. (2005). Family involvement in the educational development of youth with disabilities: A special topic report of findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.Google Scholar
Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children’s learning: Comparing parents of children with and without attention-deficit/hyperactivity disorder (ADHD). Journal of School Psychology, 47, 167–185. https://doi.org/10.1016/j.jsp.2009.02.001 CrossRefGoogle Scholar
Reio, T. G. Jr., & Fornes, S. L. (2011). Learning and adaptation after diagnosis: The role of parent education. New Directions for Adult & Continuing Education, 132, 53–61. https://doi.org/10.1002/ace.431 CrossRefGoogle Scholar
O’Hehir, J., & Savelsberg, H. (2014). Towards best practice in parent involvement in education: A literature review. South Australia: Government of South Australia.Google Scholar
Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. Abingdon, UK: Routledge.Google Scholar
Scott, T. L., Masser, B. M., & Pachana, N. A. (2015). Exploring the health and wellbeing benefits of gardening for older adults. Ageing & Society, 35, 2176–2200. https://doi.org/10.1017/S0144686X14000865 CrossRefGoogle Scholar
Shilling, V., Morris, C., Thompson-Coon, J., Ukoumunne, O., Rogers, M., & Logan, S. (2013). Peer support for parents of children with chronic disabling conditions: A systematic review of quantitative and qualitative studies. Developmental Medicine & Child Neurology, 55, 602–609. https://doi.org/10.1111/dmcn.12091 CrossRefGoogle ScholarPubMed
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. International Journal of Parents in Education, 1, 45–52.Google Scholar
Smith, A. E. (2000). Leximancer: From words to meaning. Brisbane, Australia: Leximancer Pty Ltd and University of Queensland.Google Scholar
Smith, A. E., Grech, M., & Horberry, T. (2002). Application of the Leximancer text analysis system to human factors research. Retrieved September 27, 2018, from http://www.leximancer.com/documents/hfes2002.pdf Google Scholar
Smith, A. E., & Humphreys, M. S. (2006). Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping. Behavior Research Methods, 38, 262–279. https://doi.org/10.3758/BF03192778 CrossRefGoogle ScholarPubMed
Šukys, S., Dumčienė, A., & Lapėnienė, D. (2015). Parental involvement in inclusive education of children with special educational needs. Social Behavior and Personality, 43, 327–338. https://doi.org/10.2224/sbp.2015.43.2.327 CrossRefGoogle Scholar
Vanderpuye, I. (2013). Piloting inclusive education in Ghana: Parental perceptions, expectations and involvement (Doctoral dissertation). Retrieved from http://etheses.whiterose.ac.uk/id/eprint/4976Google Scholar