Communication between home and school partnership in educating learners with intellectual disabilities in selected primary schools in Nsawam Adoagyiri Municipality

Abstract

The study explored communication between home and school partnerships in educating learners with intellectual disabilities in selected primary schools within the Nsawam-Adoagyiri Municipality of Ghana. The purpose was to examine existing communication patterns between teachers and parents, identify strategies to enhance communication, assess the impact of these interactions on learners‘ academic development, and determine the challenges that affect effective collaboration. The study adopted a qualitative research approach and employed a case study design. Data were collected through semi-structured interviews from 33 participants. The data were analyzed thematically to identify patterns and insights into how communication influences the education of learners with intellectual disabilities. Findings revealed that communication between home and school largely occurred through face-to-face meetings and phone calls, which were considered practical and culturally suitable. These channels promoted trust, cooperation, and immediate feedback between teachers and parents. The study also found that effective communication improved learners‘ academic progress, behavior, and social development by ensuring consistency between home and school interventions. However, challenges such as parental illiteracy, cultural stigma, and the absence of structured communication policies hindered effective engagement. Additionally, limited awareness about intellectual disabilities and negative societal attitudes weakened parental participation. The study concluded that regular and accessible communication, grounded in mutual respect and cultural sensitivity, is essential for the success of learners with intellectual disabilities. It is recommended that schools institutionalize flexible and inclusive communication systems, train teachers and parents on collaborative engagement, integrate communication plans into individualized education programs, and intensify community sensitization to reduce stigma.