This empirical study was conducted by Dr. Efua Esaaba Mantey of the Department of Social Work, University of Ghana on parents involvement in children with disability’s education in Ghana. According to the researcher; drawing from the fact that the education of children is a human rights issue, the study explored parent’s involvement in the education of their children with disabilities.
Using quantitative research methodology, 166 respondents were sampled by the researcher from two selected basic schools in Koforidua, Ghana.
The study results indicated that often, the demand on parents such as time, work, house chores, and many other commitments impede their preference to be involved in their children’s education. The school activities most parents involved themselves in are the Parent Teachers Association’s (P.T.A.) meetings. This is because parents do not see themselves as having an interest in many of the other activities children in school are involved in.
Equally, though some parents from poor backgrounds may want to educate their child with a disability, however, the cost involved in educating the child is usually high. The study evidence showed that there was a moderate level of parents’ involvement in the education of their children with disabilities and that the level of involvement is associated with the socio-economic status of such parents.
From the study, the researcher concluded that parental involvement in their children with disabilities education often leads to positive learning outcomes and academic achievements. It was recommended among others that parents should get involved in decisions concerning the education of their children with disabilities; parents must honour invitations from schools and speak with school staff and teachers. And lastly, parents should dislodge from their minds the perceptions that taking their child with a disability to school is of no benefit and a waste of resources.
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