School achievement of children with intellectual disability: the role of socioeconomic status, placement, and parents' engagement

Grzegorz Szumski; Maciej Karwowski

doi:10.1016/j.ridd.2012.03.030

School achievement of children with intellectual disability: the role of socioeconomic status, placement, and parents' engagement

Res Dev Disabil. 2012 Sep-Oct;33(5):1615-25. doi: 10.1016/j.ridd.2012.03.030. Epub 2012 Apr 24.

Authors

Grzegorz Szumski¹, Maciej Karwowski

Affiliation

¹ Department of Educational Sciences, Academy of Special Education, Warsaw, Poland. bgszum@poczta.onet.pl

PMID: 22534398
DOI: 10.1016/j.ridd.2012.03.030

Abstract

The objective of this study was to describe the selected conditions for school achievement of students with mild intellectual disabilities from Polish elementary schools. Participants were 605 students with mild disabilities from integrative, regular, and special schools, and their parents (N=429). It was found that socioeconomic status (SES) was positively associated with child placement in integrative and regular schools rather than special schools, as well as with higher parental engagement in their children's studies. Parental engagement mediated the positive effects of SES and placement in regular and integrative schools on school achievement. The results are discussed in the context of inclusive education theory.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Adolescent
Child
Cross-Sectional Studies
Education, Special
Educational Status*
Family Health
Female
Humans
Intellectual Disability / psychology*
Intellectual Disability / rehabilitation*
Mainstreaming, Education
Male
Models, Psychological*
Parents / psychology*
Poland
Schools*
Social Class