PARENTAL INVOLVEMENT IN EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITIES AND THE SOCIAL ROLE VALORIZATION: A SYSTEMATIC REVIEW

The education of children with intellectual disability is a multifaceted challenge for both parents and educators. The involvement of parents has a substantial impact on the education of children with intellectual disabilities, so contributing to the Social Role Valorization of both the kid and their family. The primary objective of this paper was to examine the current body of literature pertaining to parental involvement in the education of children with intellectual disabilities, as well as their role in promoting Social Role Valorization. Fifteen studies pertaining to the issue, published between 2008 and 2022, were considered for analysis. The publications selected for review were sourced from Google Scholar utilising the keywords "Parental Involvement" and "Social Role Valorization." A comprehensive analysis was conducted on a total of fifteen papers, which were picked from an original pool of 26 articles. The publications that were excluded from consideration were those that focused solely on one of the two fundamental concepts, either parental participation or societal role valorization. The findings of the study indicated that parents who demonstrated a strong interest in and provided support for the education of their child with intellectual disabilities reported a greater presence of positive experiences in their lives and occupied more socially valued roles compared to parents who showed no interest in their child's education. The review also proposed that the implementation of a meticulously customised Individualised Family Support Plan (IFSP) could potentially increase the probability of Social Role Valorization among families with children who have Intellectual disability.