Verschillen in ouderbetrokkenheid bij dove kinderen in een dagschool en in een internaat, 1900- 1950

Abstract

Aim: The aim of this study is to look into differences in parent involvement between deaf children residing in a Dutch boarding school for the deaf, the H.D. Guyot Institute in Groningen, and a day- school for the deaf, the Institution for Deaf-mutes in Rotterdam, between 1900 –1950. In both institutes, intrinsic and stimulated involvements were assessed. The influence of socio-economic status upon contact between parents and the school was also considered. Methods: Qualitative research was used, focused on the Grounded Theory of Glasser and Strauss. Data were collected from documents from archives. Results: Both institutes show that stimulated parental involvement was present to a larger extent. Conclusion: The results show that both institutes sought frequent and intense contact with the parents. It can be concluded that parents with deaf children at a boarding school were no more involved then parents whose deaf child went to a day school. Parents of Deaf children showed a similar level of parent involvement as parents from children without disabilities. Socio-economic status had no influence upon parent involvement. However, children from the lower classes of society often were obliged to go to work, instead of going to school.