Parental involvement in the education of children with disabilities in early childhood centres in the Wa Municipality

Abstract

This study explored parental involvement in the education of the child with disabilities (CWD) in the Wa Municipality of the Upper West Region of Ghana. Specifically, the study investigated parents’ expectations of the CWD in school, parents’ involvement in decision making process in the schools of CWD, parents’ contributions and collaborations between parents and teachers to enhance learning outcome of the CWD in schools. In conducting the research, explanatory sequential design was used. The study involved 110 respondents consisting of teachers, parents of children with disabilities and children with disabilities. A mix of sampling methods was used. Purposive and simple random sampling techniques were used in the selection of parents and teachers and the data was collected using a questionnaire and interview guide. The study adopted the explanatory sequential mixed method. The data from the quantitative phase was analysed descriptively while qualitative data were analysed thematically. The result of the study showed that parents expected their CWD to acquire basic employable skills, able to live independent lives and contribute to national development. Secondly, the study also revealed that although there was high attendance of PTA meetings by parents particularly mothers, parents are not part of decision making of issues of their ward’s schools. The study also discovered that parents poorly contribute to learning outcomes of their children because they do not assist them with homework as well as not encouraging them enough on their academic work. Lastly, the study also discovered that there is poor teacher-parents relationship. The study therefore recommended that parents of CWD should be educated to guide and assist them to ensure they have fair expectation of CWD and make them meaningful stakeholders in delivering quality education to children with disabilities