Impact of Parental Participation and Socioeconomic Status on Intellectually Disabled Children’s Academic Achievement in Inclusive Schools

Abstract

This study examines the roles of parental participation and socioeconomic status in influencing the academic achievement of intellectually disabled children in inclusive schools. By employing a mixed-methods approach-including quantitative academic data analysis, surveys, and qualitative interviews with parents, educators, and students—the research aims to explore how varying levels of parental involvement and socioeconomic factors like family income, parental education, and access to resources affect educational outcomes. The study seeks to uncover any synergistic effects between these factors, offering insights that could guide educational policies and practices to support these students more effectively. Ultimately, the findings aim to enhance equitable learning environments in inclusive educational settings