Parent’s Involvement in the Education of their Children with Disabilities in Primary Schools of Bahir Dar City, Ethiopia: Voices of Parents

Abstract

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.

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

“…The international literature has developed the problems that families with children with disabilities have into an intensively researched topic [13][14][15][16][17][18][19][20][21][22]; the results of significant research in Hungarian have been discussed, both from a Hungarian and a Romanian perspective [7,[22][23][24][25]. The relationship between families and the cultures of educational organizations has been the subject of rich literature with an international perspective [17,18,[26][27][28][29], but it is under-researched in the domestic literature.…”