Parental Involvement in Deaf Children's Education Programs as a Predictor of Child's Language, Early Reading, and Social-Emotional Development

Abstract

This study examined the impact of school-based, teacher- rated parental involvement on four child outcomes: language development, early reading skills, and positive and negative measures of social-emotional development. The 28 children were assessed for outcomes between 9 to 53 months post- graduation from a birth-to-3 early intervention (EI) program for children with hearing loss. Other factors included in the study were child’s hearing loss, mother’s education level, mother’s current communication skills with her child, and maternal use of additional services beyond those offered by the early intervention programor the child’s school program. Parental involvement in children’s school-based educa- tion program is a significant positive predictor to early read- ing skills but shares considerable variance with maternal communication skill for this outcome. In this study, maternal communication skills and the child’s hearing loss were the strongest predictors for language development. Maternal use of additional services was the strongest predictor to poorer social-emotional adjustment. The study’s findings indicate that although parental involvement in their deaf child’s school-based education program can positively contribute to academic performance, parental communication skill is a more significant predictor for positive language and academic development. Factors associated with parental involvement, maternal communication, and use of additional services are explored and suggestions are offered to enhance parental involvement and communication skills