Parental Involvement and Social Adjustment of Children with Intellectual Disability in Inclusive Settings

Abstract

Objectives: The current study was designed to investigate the relationship of parental involvement and the social adjustment of children with intellectual disability studying in the inclusive schools of Pakistan.
Materials and Methods: Two main cities; Lahore and Sialkot were included in the current study due to a relatively larger number of Inclusive schools in these cities. Sample of 150 children were selected from seven inclusive schools managed by Amin Maktab, Lahore and Child and Social Development Organization (CSDO), Sialkot through purposive sampling. The data were collected through two scales developed by Researcher, one for parents i.e. scale for parental involvement and the other is for teachers, i.e. Scale for social adjustment.
Results: Findings revealed that parental involvement in social life of their children and emotional support provided to children by their parents are significant predictors for children’s social adjustment.
Conclusion: The results suggest that parents can play important role to increase the social adjustment level of their mentally retarded child and help them to achieve benefits of inclusive setting.
Recommendations: Parental-teacher collaboration should be increased in inclusive settings so that children can grow to their full potential.