Academic Achievement of Children with Intellectual Disability in Relation to Family Involvement

Abstract

For children with intellectual disability, the family is a central partner in education, and the extent to which families are involved in their children’s learning may significantly influence what those children achieve. The present study examined the level of family involvement in the education of children with intellectual disability and analysed its relationship with their academic achievement. A descriptive and correlational survey design was adopted, and data were gathered for 120 children with mild and moderate intellectual disability through a family-involvement questionnaire completed by parents and teacher-assessed achievement records. The findings show that family involvement was moderate overall, strongest in home-based support and weakest in collaboration with the school, and that it varied with parental education. Family involvement was significantly and positively correlated with academic achievement, and children whose families were highly involved achieved significantly more than those whose families were less involved. The study concludes that strengthening family involvement—particularly home-school collaboration—is a powerful and accessible means of improving the academic achievement of children with intellectual disability, and it offers recommendations for schools and families.