Parental involvement in the education of their children with intellectual disabilities in special schools in Ghana a case study of Dzorwulu Special School in Accra in the Greater Accra Region, Ghana

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.