Parental Involvement in Learning Disabled Children's Academic Success

Abstract

Parental involvement is essential for the academic achievement of children with learning challenges, connecting scholastic problems with developmental advancement. This study examines the diverse effects of parental involvement, encompassing academic assistance, emotional support, and collaboration with teachers, on the academic performance, and behavioral results of children with learning disorders. The article delineates essential aspects that augment parental engagement through a thorough review of existing literature, and an analysis of effective strategies, including consistent communication with teachers, advocacy for individualized education plans (IEPs), and the provision of supportive resources at home. The results underscore the substantial relationship between active family involvement, and enhanced academic performance, stressing the necessity for schools to fortify parent-teacher collaborations. Strategies for addressing difficulties, including insufficient awareness, and resource limitations, are also examined. This study emphasizes the necessity of cultivating a collaborative atmosphere to guarantee comprehensive development, and scholarly success for children with learning disabilities.