Parental Involvement: A Response to Children with Disability’s Education

Abstract

Drawing on the fact that education of children is a human right issue, the study explored parent’s involvement in the education of their children with disabilities. Using quantitative research methodology, 166 respondents were sampled from two selected basic schools in Koforidua, Ghana. Results indicated that, often the demand on parents such as time, work, house chores, and many other commitments impede their preference to be involved in their children’s education. The school activities most parents involved themselves in are the Parent Teachers Association’s (P.T.A.) meetings. This is because parents do not see themselves as having interest in many of the other activities children in school are involved in. Equally, though some parents from poor background may want to educate their child with disability, the cost involved in educating the child is high. Evidence showed that there was a moderate level of parents’ involvement in the education of their children with disability and that the level of involvement is associated with the socio-economic status of such parents. The study concluded that parental involvement in their children with disabilities education leads to positive learning outcomes and academic achievements. It was recommended among others that parents should get involved in decisions concerning the education of their children with disability; parents must honour invitations from schools and speak with school staff and teachers. Again, parents should disabuse their minds of the perceptions that taking their child with disability to school is of no benefit and a waste of resources.

Key Words: Parents, children with disabilities, education