Barriers to and strategies for parental involvement in the education of children with disabilities in primary schools in Bahir Dar City Administration, Ethiopia

Abstract

This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semistructured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents' low level of education, income and negative attitudes), schools (such as principals' and teachers' negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI.

Reading Performance of The Grade II Pupils in the Different Teaching Approaches

“…Many studies measures reading in terms of rate of intake, comprehension, recall ability, and application. Children's literacy development is the foundation on which the rest of their education is built (Gedfie & Negassa, 2018).…”

A Systematic Review of Interventions Promoting Parental Involvement in the Education of School-Aged Children With Disabilities

“…Parental involvement is considered a strong predictor of children’s success in school, and given the widespread barriers to education they face, may be particularly important for children with disabilities (Ainscow & César, 2006; Banks & Zuurmond, 2015; Fan & Chen, 2001). In recent years, the involvement of parents of children with disabilities has become more prominent and recognised as an essential ingredient for the effective practice of inclusive education (Gedfie & Negassa, 2018; Goldman & Burke, 2017; Jigyel et al, 2019; Wondim et al, 2021).…”