PARENTAL INVOLVEMENT IN THE EDUCATION OF THEIR PHYSICALLY CHALLENGED CHILDREN IN RIVERS STATE-SPECIALSCHOOLS: COUNSELLING IMPLICATION
Abstract
This study investigated parental involvement in the education of physically challenged children. This study employed a qualitative approach with a case study design. The study population comprised 44 parents and teachers from two inclusive Junior Secondary Schools in Port Harcourt. Sample size of the study was 10 respondents (6 parents and 4 teachers) selected from Shalom International School and Christie Toby Inclusive Educational Center which operate inclusive education. A purposive sampling technique was used to select sample sizes for the study. Data were collected using a semi-structured interview guide and analyzed by theme using Epstein (2001) six-dimensional framework of parental involvement. The results showed that: Most of the parents of children with challenges do not always meet with the school teachers and principals in the school to talk about their children’s education, and many of the parents are not really involved in making decisions regarding their children’s education since they do not attend the PTA meetings and other events of the school. It was also found that majority of the parents and teachers have not taken part in a community forum to talk about problems or issues related to the schooling of children with challenges. It was recommended among others that: Parents of children with challenges should always meet with the school teachers and principals in the school to talk about their children’s education for improvement. Parents of children with such challenges as deaf should endeavour to register and learn how sign language and Braille to enable them to facilitate the children’s learning at home. They should also be encouraged to always participate in community forums to enable them to present the issues related to the schooling of children with challenges to the larger community
Keywords:
children, education, inclusive education, parental involvement, physically challenged secondary school studentsDownloads
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https://doi.org/10.5281/zenodo.15520076Issue
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