Abstract


Although several studies have been conducted suggesting the importance of

parental involvement, few have examined teacher and parent definitions of that involvement. Thus, through the use of semistructured interviews, this study asked 2 teachers and 1 set of parents of hearing impaired children their definitions of parental involvement in a residential school for the deaf. Several categories of involvement developed from the interviews. These included (a) communication, (b) classroom support, and (c) academic support. Barriers were also discovered. These included (a) communication, (b) distance, (c) employment, and (d) behavior.
 
 
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