Family functioning and school participation of families with disabled children

Abstract

To achieve inclusive education of disabled children, it is essential an effective and assertive interaction between parents and school. The objective of this research was to describe the family functioning (FF) and the rate of school participation of parents (PEPF) of disabled neuromusculoskeletal children using a descriptive study of 108 parents who attend to the Centro de Rehabilitación Teletón (CRIT) in Chihuahua, México. School participation questionnaire for parents was assembled by the Instituto Nacional para la Evaluación de la Educación (INEE) and family Apgar. The results expose that 60.2% perceive FF normally, 37% mild dysfunction and 2.8% severe dysfunction. 83.2% shows high degree of PEPF and 16.8% regular. Positive and significant relationship between FF and PEPF (r = 0.434) was found. 60% feel dissatisfied with the support they received from the family. It was revealed that between 42% and 49% do not know school objectives, neither of the subjects or school projects. 58.3% do not attend school for parents and 72.2% are never willing to belong to the parent partnership. Public education is in charge of serving the 91.7% of the participants children. It is concluded that there is a high correlation among the variables of study and this research provides relevant information for further research on the profile of families with disabled children that directs to active school participation.