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Hindi Research Article
Collaboration with Families of Children with Disabilities in Qatar: A Parent's Perspective
Batoul Muhieddin S Khalifa*, Mohamed Fouad Khalil and Hatem Anas AlKhamraPsychological Sciences Department, Qatar University, Doha, Qatar
- *Corresponding Author:
- Batoul Muhieddin S Khalifa
Psychological Sciences Department
Qatar University, Doha, Qatar
Tel: +974 4403 5221
E-mail: batoul@qu.edu.qa
Received date: July 10, 2017; Accepted date: July 28, 2017; Published date: August 07, 2017
Citation: Khalifa BMS, Khalil MF, AlKhamra HA (2017) Collaboration with Families of Children with Disabilities in Qatar: A Parent’s Perspective. J Child Adolesc Behav 5: 351. doi:10.4172/2375-4494.1000351
Copyright: © 2017 Khalifa BMS, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
The purpose of this study was to explore the perspectives of parents of children with disabilities in regard of the components of true collaboration practices in different educational institutions. As well as to solicit their understanding of the important components of collaboration that might improve services. A model based on the work of Blue-Banning, Summers, Frankland, Nelson and Beegle (2004) was adopted having six original domains including communication, knowledge, respect, trust, equality, commitment, a seventh domain of advocacy was added. A sample of 163 parents of families with disabilities was interviewed and a survey was collected accordingly, validity and reliability of the tool were checked in addition to an exploratory factor analysis, which confirmed the previous model. Results showed a great need for collaboration between families and school personnel especially teachers, all components are important and need to be addressed; still communication and equality were the major components of collaboration that needs to be addressed to achieve proper collaboration. Further analysis showed some differences according to other variables, like educational institute type, further implications are discussed.
