Parental Involvement In Rearing Children

Researches concentrate on the question of respite care services quality or the profit acknowledged from parental viewpoints. It does come into view that the severity of a child’s problem has a lot to do with whether or not parents make use of respite care services (Treneman, Corkery, Dowdney, & Hammond, 1997), with caregivers or parents of children with profound intellectual disabilities and severe behavioral problems seeking services to be particularly useful in minimizing their levels of stress (Chadwick, Beecham, Piroth, Bernard & Taylor, 2002). However, another study stresses that parental practice of respite services shows advanced levels of parental stress, holding up that parents who reached acceptance level or are coping well do not

Whencaregivers believe that parental involvement is not respected by schools they are less likely to get engaged. Thus, parents’ observations of invitations from schools are believeed crucial in developing successful parental involvement. Epstein (2001), states that caregivers would efficiently get involved when teachers keenly give confidence parental involvement. Teachers, who think positively of parental involvement, encourage more parents to become involved and increase the effectiveness of participation (Eccles and Harold, 1993).The outlooks of parents on whether they have sufficient skills and knowledge to engage in different aspects of involvement will be influenced by their educational level(Green, Walker, Hoover-Dempsey, and Sandler. 2007). Some educated parents are very participative. These parents confidently treat teachers as equals and feel at home with academic language while others come to the partnership with little confidence and composure (School Learning Support Programme, 2010). In most cases, parents who did not complete high school may be hesitant about helping their children with homework once they get to secondary school. Also, parents without university degrees may feel in some ways inferior to teachers whom they know are better qualified than them and therefore be reluctant to work closely with teachers. Situations in family unit can be key obstacles to parental involvement. In line with this, Sanders (2008) notes that participation and involvement of parents may be hindered by psychological barriers. For instance, solo parents and those with young families or large families may discover it more complicated to get involved in parental involvement because of