ECER 2021 - Preconference resource

1. ECER – Pre-conference Resource
RECOGNISING THE SILENT
CONTRIBUTORS: SUPPORTING THE
INVOLVEMENT OF FATHERS/DADS
IN THE EDUCATION OF YOUNG
CHILDREN WITH SPECIAL
EDUCATIONAL NEEDS AND
DISABILITIES (SEN/D)
Ke Ren (Rita), Conor Mc Guckin
Trinity College Dublin

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WHAT IS THE RESEARCH ABOUT?
Our research looked at the involvement of
fathers/dads in the education and lives of their
children with SEN/D within the early intervention
(EI) context. It explored fathers’/dads’ experiences
of, perceived barriers to, and preferences for early intervention (EI)
services provided for families and their children with SEN/D. The
research also explored the role
and perceptions of EI
professionals in supporting and
promoting the involvement of
fathers/dads, as well as
mothers/mums’ perception towards fathers’/dads’
involvement within the EI context.
WHY FOCUS ON FATHERS/DADS?
• Research literature to date on fathers’/dads’
role and involvement has mainly focused on
fathering within the context of families of
typically developing children, the voices of
fathers/dads of children with SEN/D are
underrepresented.
• The involvement of fathers/dads during
early years can have a positive impact on child
outcomes in a variety of developmental domains
and across different developmental stages.

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• For families of children with SEN/D, positive participation of
fathers/dads contributes to the enduring relationships in families of
children with SEN/D, lead to optimal child and family
developmental outcomes.
• In the context of EI provided for families and their children with
SEN/D, research has also found that directly involving fathers/dads
in EI programmes promotes the effectiveness of intervention
programmes.
HOW WAS THE RESEARCH CONDUCTED?
In-depth telephone interviews were
conducted with seven fathers/dads, three EI
professionals, and five mothers/mums in
Ireland. The telephone interview provided a
very relaxed, less threatening and personal, and comfortable platform
for them to engage in in-depth conversations with the researcher.
WHAT DID THE RESEARCH FIND?
A disconnection in knowledge, views,
and practice towards the issue of
father/dad involvement in EI was found
among fathers/dads, EI professionals,
and mothers/mums. Several barriers and
preferences for father/dad-friendly EI
programme were identified.

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HOW CAN WE BRIDGE THE GAP?
• Develop father/dad-targeted EI
services and models to engage
fathers/dads in EI service and
a balanced-approach to family
centeredness.
• Develop post-diagnostic
emotional support for parents,
especially fathers/dads.
• Wider support in terms of EI policy, educational legislation for
individuals with disabilities and their families, as well as EI
professionals and services’ providers.