Using Epstein’s model to understanding maternal involvement in the education of children with disabilities in an Arab Context

Although previous research on parental involvement in the education of children with disabilities in non-Western contexts remains very scarce, mothers are consistently reported to be the primary caregivers involved in the day-to-day nurturing of their children with disabilities. In this study, we investigated the nature of maternal involvement in the education of children with special needs in both public and private schools in the UAE. The data collected during semi-structured interviews with 24 mothers of children with disabilities were analyzed thematically using [Epstein, J. L. (1994). Theory to practice: Schools and family partnerships lead to school improvement and student success. In C. L. Fagnano & B. Z. Werber (Eds.), School, family, and community interaction: A view from the firing lines (pp. 39–52). Westview Press] six indicators of parental involvement–namely, parenting, home–school communication, home learning activities, volunteering, decision-making, and collaboration with the community. The results revealed that, in an effort towards promoting the education of children with disabilities, parents perform some functions related to the Epstein model. For instance, the participants recounted providing their children with basic necessities; yet, some participants reported struggling with purchasing assistive devices for their children. Taken together, the results contribute to the literature on the education of children with disabilities in non-Western contexts and provide meaningful insights for practitioners, such as educators and policymakers, with regard to future educational reforms aimed at improving the education of children with disabilities in the UAE.