نماذج مشاركة أسر الطلاب ذوي الإعاقة لتحسين مخرجات الخطة التعليمية الفردية : مراجعة منهجية

الملخص EN

The Regulatory Guide for Special Education (1436/1437), in addition to studies that dealt with special education, emphasizes families’ participation in individual educational plans necessity as an essential element.

The purpose of this review is showing models of families of students with disabilities participations which contributed in improving the outcomes of IEP.

The search was conducted according to a set of inclusion and exclusion criteria represented in English-language studies published in peer-reviewed journals, studies in the terms of review and specific research chains, studies that its sample, or part of it, enrolled parents of students with, or at risk of disabilities; and studies that followed the experimental and quasi-experimental designs (One Single Subject or groups); and qualitative studies; and finally studies within (2010-2020).

By searching the following databases: (EBSCO HOST), (Web of Science) and (PROQUEST), the researchers selected eight studies out of (272) that dealt with family participation in supporting the goals of educational plans and their achievement; and IEP meetings.

The data were extracted and coded and the quality of the included studies was examined accurately.

The review discovered three models for family participation through multiple interventions applied with the participants.

The researchers emphasized the need to conduct more studies to confirm the impact of various interventions in enhancing families’ participation in achieving the various goals of the educational plans with focusing on the differences between parents’ characteristics, in addition to studying legislative gaps regarding the participation of families, and activating the role of the school in supporting families’ participations.