Parental support as a determinant in mastering history program in students with mild intellectual disability

Abstract

The aim of this research is to determine the relation between parental support and mastering History program in students with mild intellectual disability. The research was conducted on a sample of 120 examinees of both genders, by meeting the following selection criteria: IQ between 51 and 69, aged between 12 and 15.11, attending V to VIII grade of elementary school, and absence of neurological, psychiatric, emotional and multiple disabilities. Scale for assessing parental support and Criteria test of knowledge in History were used in the research. The results show that the examinees' mothers are more involved in their children's school life and that they offer more support than the fathers. It was concluded that mother's involvement in the student's school life, as well as mother's support for autonomy significantly improve mastering history program. There was no statistically significant influence of father's involvement and support for autonomy on mastering history program. It was determined that only 7.6% of the total variability of mastering history program can be explained by mother's involvement in her child's school life, and 6.1% by mother's support for autonomy.