Parental involvement in the implementation of inclusive educational practices in kindergarten schools in the La Nkwantanang Municipality

Abstract

The study set out to investigate parental involvement in the implementation of inclusive educational practices in kindergarten schools in the La Nkwantanang Municipality. Case study design was adopted for the study. Purposive sampling was used in selecting the 20 participants for the study. Data obtained from interviews and focus group discussions were processed and analyzed using thematic Analysis. Data from audio recorded interviews and focus group discussions were transcribed and translated from Ga and Twi to English to ease the process of analysis. After the transcription as per category of data, the recorded information was written down systematically and chronologically citing important aspects of the dialogue. The study was based on worked with children with special needs and presented a model of partnership between parents and school management. Methods for data collection included focus group discussions and semi structured interviews. The study findings showed that parents had interest in supporting their children‟s‟ inclusive education through buying scholastic materials, fees and food contributions. Poverty was the major barrier to parental involvement in the education of children with disabilities. It was revealed that lack of knowledge in Braille and braille writing slates by parents; severity of the children‟s‟ disabilities to some extent prevented them from helping their children with homework. Conclusions drawn from the study among others include parents escorting their children with disabilities to and from school and providing for their children‟s‟ necessities. Similar recommendations include government to work with development partners to empower parents of CWDs economically.