Parental Involvement Status in the Education of Children with Disabilities: The Case of Tabor Primary School, Debre Tabor, Ethiopia

Abstract

Using Epstein’s theoretical framework, this study examined parental involvement status in the education of children with disabilities at Tabor Primary School in Debre Tabor Town, Ethiopia. A qualitative case study design was utilized, involving six participants. Through purposive sampling, six participants were chosen from the school for in-depth interviews. Thematic analysis was used to analyze data from interviews focusing on six dimensions of parental involvement: parenting, communication, learning at home, volunteering, decision-making, and collaborative partnership. Results indicated that parents of children with disabilities are relatively more engaged in parenting activities to support children's education. However, their communication with teachers and school principals was limited. While some parents provided learning support at home, many were unable to do so. Moreover, parents had little direct participation in the decisions that were made about their children's education, even if they may have had some indirect influence through their involvement in parent-student-teacher associations. Lastly, parents were not actively involved in volunteering and collaborating activities to help children's education. Generally, the research revealed that parents of children with disabilities had limited involvement in their child's education. This limited involvement may hinder the education and development of children with disabilities. Therefore, government bodies and others need to provide training to help parents actively play and discharge their diverse roles in the education of their children.