Practical Cognitive Approaches to Enhancing Parental Involvement in Special Education

Abstract

This study investigated the efficacy of practical cognitive approaches in enhancing parental involvement in special education. A sample of parents of children with special needs, along with educators involved in special education programs, participated in the study. Purposive sampling was utilized, and data were collected using a survey instrument assessing parental attitudes, behaviors, and perceptions related to involvement in special education. Descriptive statistics, t-tests, ANOVA, regression analysis, and correlation analysis were conducted to analyze the data. Results indicated that cognitive interventions were associated with higher levels of parental self-efficacy and participation in educational activities. Additionally, parental education level emerged as a significant predictor of parental involvement. Furthermore, positive correlations were found among various dimensions of parental involvement, highlighting the interconnected nature of parental engagement in special education. The study contributes to the existing literature by addressing gaps in understanding the cognitive factors influencing parental involvement and offering recommendations for promoting meaningful collaboration between parents and educators.