This exploratory, qualitative study investigated the perceptions of Saudi Arabian parents of elementary school-aged children with learning disabilities with regard to their involvement in their children's education. Guided by results of previous research conducted primarily with Western samples, and using a semistructured interview methodology followed by thematic phenomenological analyses, specific interview topics included parental perceptions of (a) the importance of parent–school partnerships, (b) the means of encouraging a parent–school relationship, and (c) how school practices may affect parental participation. The study involved 13 parents of children in elementary education (ages 7–12 years) diagnosed with learning disabilities. The results suggest several ways to overcome the involvement barriers reported by parents.

中文翻译：

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家长参与孩子的学校：有学习障碍的小学生的沙特家长的看法

这项探索性的定性研究调查了沙特阿拉伯有学习障碍的学龄儿童父母对他们参与子女教育的看法。以先前主要针对西方样本进行的研究结果为指导，并使用半结构化访谈方法和主题现象学分析，具体访谈主题包括家长对 (a) 家长与学校伙伴关系的重要性的看法，(b) 鼓励家长与学校的关系，以及 (c) 学校的做法如何影响家长的参与。该研究涉及 13 名被诊断患有学习障碍的初等教育儿童（7-12 岁）的父母。结果提出了几种克服父母报告的参与障碍的方法。