Family Resources and Parent Participation in Schooling Activities for their Children with Developmental Delays

Abstract

This study examined the relation between multiple family and child factors and the amount and type of parent participation in schooling activities for 35 families of children aged seven and eight with developmental delays. Informational resources and school characteristics related most strongly to variations in amount and type of participation at school and home. Parental beliefs and attitudes about school related only to variations in amount and type participation at school. Family SES and child status related to variations in amount and type of participation at home but not at school. Implications for practitioners are discussed.