An exploratory study on parental involvement in preschool programs for children with disability in Hong Kong : perceptions of parents and staff

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An exploratory study on parental involvement in preschool programs for children with disability in Hong Kong : perceptions of parents and staff

 

Author: Chan, Kit-ping
Title: An exploratory study on parental involvement in preschool programs for children with disability in Hong Kong : perceptions of parents and staff
Degree: M.Sc.
Year: 2000
Subject: Children with disabilities -- Education (Preschool) -- China -- Hong Kong
Education, Preschool -- Parent participation -- China -- Hong Kong
Special education -- Parent participation -- China -- Hong Kong
Hong Kong Polytechnic University -- Dissertations
Department: Multi-disciplinary Studies
Dept. of Rehabilitation Sciences
Pages: viii, 99, [11] leaves : ill. (some col.) ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1541807
URI: http://theses.lib.polyu.edu.hk/handle/200/1470
Abstract: The importance of parental involvement in programs of children with disabilities is widely recognized for years. It has been put under practice in most western countries and in Hong Kong for the last two decades. This research study attempts to explore the parents' and staff's experiences and perspectives regarding parental involvement in a preschool center for children with physical disabilities. Totally fourteen informants participated in the study, including 5 staff members, 5 actively participating parents, and 4 less actively participating parents. Triangulation method was adopted for data collection and analysis. The data were collected from different sources including one-to-one semi-structured interviews, focus group discussions, field notes, daily observations and informal interviews. The interview data were transcribed verbatimly, coded and categorized into themes. The results were then compared within the same group of informants and across with other two groups to explore the inter-relationship. The developed ideas were verified and elaborated through the use of focus group discussions, daily observation and informal interviews. This further substantiation of results aimed to increase the validity of the results analyzed. The results showed that there was no consensus definition of parental involvement. Mostly, both parents and staff explained it as the activities they participated concerning with the welfare of their children with disabilities. Being the intervenor, i.e. the teacher for their children's training and education was the commonest role parents might assume. Whereas, only a few parents and staff had mentioned about the involvement of parents as decision-makers or advocates for their children's training and right. It was found that although both active and less active parents shared the same concept that they should take up the obligation to participate in the children-related activities of the center, they showed difference in preference of participation. While the active parents showed more enthusiasm in those activities that help parents to assist their children, the less active parents preferred having more information about the children's training and the center's operation. The factors affecting parental involvement were categorized as parent factors, staff factors and system factors. They could either promote or interfere parental involvement in the children-related activities in the center. Also, parental involvement was viewed to be a process that changed according to time and family life cycle. Parents might participate in different types of activities and with difference degree of involvement. Finally, further studies on the preference of involvement by parents over time and family life cycle, and studies on the perception of those not participating parents and the administrators of the preschool center towards parental involvement are suggested.

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