The Experiences Of Parents Of School Children With Special Education Needs: An Empirical Study

Okeke, Chinedu Ifedi; Mazibuko, GF

doi:10.5901/mjss.2014.v5n15p227

Cited by 4 publications

(8 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These researchers suggest there is an urgent need to provide training for all teachers especially in the area of teaching and supporting parents and encouraging parental involvement in relation to their children with SEN. This finding is also emphasized by Okeke and Mazibuko (2014). These research findings suggest that inclusive education teachers require training so they are able to teach parents how best to assist their child and implement specific interventions in the home.…”

Section: Skills For Inclusive Education Teachersmentioning

confidence: 63%

“…Learning disabilities are usually neurobiological or genetic in origin. They result from impairments in one or more processes related to perceiving, thinking, remembering, or learning (Okeke & Mazibuko, 2014). The Ministry of Education Singapore (2018) specifies some common SEN identified among children in schools which include (i) autism spectrum disorders: a group of developmental disabilities which affect a student’s ability to communicate and interact with others; (ii) intellectual disabilities: significant difficulties in cognitive and adaptive functioning; (iii) visual impairment: limitation and absence of sight, (iv) hearing loss: complete or partial loss of the ability to hear, (v) cerebral palsy: a condition caused by brain injuries and abnormalities, and (vi) learning disabilities: children having difficulties in learning due to difference in the way their brain development.…”

Section: Understanding the Notion Of Sen And Inclusive Practice In Scmentioning

confidence: 99%

“…It is more difficult to promote and retain collaboration between parents and inclusive education teachers if they work as separate parties (Adams, Harris, & Jones, 2016). Okeke and Mazibuko (2014) assert that to foster effective collaboration and partnership in school is to provide training programmes for both parents and inclusive education teachers. Parents are expected to work closely with school professionals, social workers, educational psychologists and other professionals to share information regarding their children’s ability at home and to formulate effectively IEPs for the children with SEN.…”

Section: Partnership Relationships Between Parents and Inclusive Educmentioning

confidence: 99%

“…A study by Tong, Lee, and Wong (2017) reveals that teachers in Macau felt pressured by the increasing numbers of students with SEN being included in their schools and the researchers suggest that the government should provide more professional training programmes concerning inclusive education for teachers in Macau. As for parents, having a child with SEN in Macau can be an overwhelming experience as has been reported for parents in other parts of the world (Forlin, 2011). For instance, a study by Okeke and Mazibuko (2014) in Swaziland, South Africa, found that parents of children with SEN did not understand the diverse and changing learning needs of their children and they experienced a range of emotions including anger, fear, guilt and anxiety when they attempted to understand their children's SEN. They encountered challenges at home, school and also in the community.…”

mentioning

confidence: 99%

“…As for parents, having a child with SEN in Macau can be an overwhelming experience as has been reported for parents in other parts of the world (Forlin, 2011). For instance, a study by Okeke and Mazibuko (2014) in Swaziland, South Africa, found that parents of children with SEN did not understand the diverse and changing learning needs of their children and they experienced a range of emotions including anger, fear, guilt and anxiety when they attempted to understand their children’s SEN. They encountered challenges at home, school and also in the community.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

Kwan

2019

International Journal of Educational Reform

View full text Add to dashboard Cite

Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.

show abstract

Section: Skills For Inclusive Education Teachersmentioning

confidence: 63%

Section: Understanding the Notion Of Sen And Inclusive Practice In Scmentioning

confidence: 99%

Section: Partnership Relationships Between Parents and Inclusive Educmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

Kwan

2019

International Journal of Educational Reform

View full text Add to dashboard Cite

show abstract

Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study

Ntinda¹,

Thwala²,

Tfusi³

2019

JETS

View full text Add to dashboard Cite

This study reports on the experiences of teachers of the deaf and hard-of- hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard- of- hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers’ communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills. The findings have important implications for policy and practice in educating the deaf and hard- of- hearing students and for interpreting previous research. There is urgent need for the country to consider having a standardized sign language which could enhance positive teaching and learning outcomes as well as social integration for the future lives of these students. Understanding experiences of these teachers from the lived cultural milieu are important for the design and implementation of programmes for supporting the deaf and hard- of hearing learners, their teachers and parents.

show abstract

Coping and Resilience: Two Peas in a Pod? A Mixed-methods Study on the Association Between Coping and Resilience among Caretakers of School-going Children with Disabilities in Uganda

Namasaba

Kazembe

Seera

et al. 2021

Preprint

View full text Add to dashboard Cite

BackgroundIn Africa, caretakers of children with disabilities face stigma and report feeling isolated. The caretakers may take their children to school in the hope of finding solace from grim societal norms. However, schools for children with disabilities are often too ill-equipped to support the children or their caretakers. No study has examined how structural settings (like the type of school) may frame the association between coping and resilience. Thus, this study examined the association between coping and resilience among caretakers of school-going children with disabilities in Uganda.Methods The study used mixed methods to survey 621 caretakers of children with disabilities in Kampala district, Uganda. Hierarchical cluster analysis followed by binary logistic regression was conducted to examine the association between school type and caretakers’ coping patterns. Hierarchical linear regression was then employed to assess the association between coping and resilience with the type of school and other covariates. Qualitative data were analyzed through thematic analysis. Qualitative and quantitative results were triangulated with a convergent joint display.ResultsCaretakers of children in inclusive schools were more likely to use adaptive coping skills than caretakers of children in special needs schools (Adjusted Odds Ratio (AOR) = 1.5; p = 0.04; 95% CI = 1.02-2.30). Caretakers of children in special needs schools had significantly higher resilience than caretakers of children in inclusive schools (B = 2.65; SE_B = 1.21; p = 0.02; n = 621). Caretakers who received social support from the school had significantly higher resilience than caretakers who received social support from informal sources (B = 2.33; SE_ B= 1.05; p = 0.03; B= 1.87)ConclusionThis study underscores the importance of structural factors, such as the school type, in framing caretakers' psychological outcomes. Schools that provide social support to caretakers play a crucial mediating role in how caretakers cope and influence their ability to adapt to the challenges they face. Therefore, schools for children with disabilities are an avenue that can be leveraged to support families and improve the psychological health outcomes of children and their caretakers.

show abstract

The Experiences Of Parents Of School Children With Special Education Needs: An Empirical Study

Abstract: Abstract

Cited by 4 publications

References 12 publications

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study

Coping and Resilience: Two Peas in a Pod? A Mixed-methods Study on the Association Between Coping and Resilience among Caretakers of School-going Children with Disabilities in Uganda

Contact Info

Product

Resources

About