This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semistructured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents' low level of education, income and negative attitudes), schools (such as principals' and teachers' negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI.

The purpose of this study was to examine the extent of parents’ involvement in the education of children with disabilities and the role of parent’s socio-economic factors in their involvement in primary schools of Bahir Dar city. Qualitative research was carried out in the present study using the descriptive survey design to answer the research question. Data were collected using a questionnaire designed to measure six dimensions of parents’ involvement in education (parenting, communicating, learning at home, volunteering, decision making, and collaborating with the community) from 143 parents selected by means of a simple random sampling technique. Five primary schools were sampled for the present study. The data obtained were analyzed using both descriptive and inferential statistics such as one–way MANOVA. The results indicated that involvement in ‘parenting’ is more prevalent than among dimensions of parental involvement in education. Parents revealed a below-expected level of involvement in communicating, learning at home, volunteering.

The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.