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Parental involvement is considered to be a key element in the success of programs for children with intellectual disabilities (ID). This study investigated parental involvement in school- and home-based activities within a sample of parents of students with ID. The effects of parents’ demographic characteristics on parental involvement were also investigated. The sample consisted of 208 parents of elementary school-aged children with ID in Riyadh, Saudi Arabia. All participants completed an online survey and were asked to rate their involvement in home- and school-based educational activities. The results of the web-based survey revealed a relatively low mean level of parental involvement within the sample. Additionally, the results revealed significant subgroup differences in parental involvement. Mothers were more involved than fathers, just as non-working parents were more involved than working parents. Significant differences were noted among income, education, and family-size subgroups; some of these differences varied between home- and school-based involvement scores. Implications and suggestions for further research are discussed.

The Influence of Parental Characteristics on Parental Involvement in Programs for Students with Intellectual Disabilities