Abstract:
The study was a case study, which focused on finding out the extent to which parents
involved themselves in the education of their children with intellectual disabilities in
Dzorwulu Special School in Accra, in the Greater Accra Region of Ghana. Samples of
22 participants were selected using purposive and convenient sampling techniques.
Structured questionnaire and semi-structured interview guide were the tools for data
collection. The data collected were analysed descriptively and also with content
analysis. The results of the study revealed that parents who have children with
intellectual disabilities perform four principal roles in the education of their children.
These include monitoring their children’s progress, communicating children’s
conditions with school authorities, payment of school fees and provision of learning
materials for their children with intellectual disabilities. The result of the study further
revealed that parental involvement influences the academic performance and practical
skills of children with intellectual disabilities. However, school constraints and
attitudinal barriers are more likely to inhibit parents from getting involved in their
children’s education. The result of the study also revealed that effective parent-teacher
collaboration and parental education are most needed in parental involvement. Based
on the findings, it was recommended that the school authorities should consider
parents’ views, in all important management decisions concerning the school and the
well-being of children with intellectual disabilities.
Description:
A DISSERTATION IN THE DEPARTMENT OF SPECIAL EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMMITTED TO THE
SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
AWARD OF MASTER OF EDUCATION (SPECIAL EDUCATION) DEGREE
DECEMBER, 2017