This study aimed to explore parental support practices in the education of children with impairments in primary schools in north Wollo, Ethiopia. The study utilized a qualitative research approach and case study design, involving seven parents of children with impairments and four teachers. Data was collected through semi-structured interviews based on a parental involvement framework with six dimensions. Findings revealed that parents of children with impairments were more involved in parenting practices to support their education. However, communication between parents and teachers was limited, and while some parents provided learning support at home, many were unable to do so due to constraints such as lack of time, misconceptions, and inadequate skills. The study also noted that direct parental involvement in decision-making was limited, while indirect participation through parent-student-teacher associations was more substantial. Additionally, the study revealed that parents did not participate in volunteering or community activities to aid their children's education. As a result, the schools should facilitate discussions and provide training to empower parents in fulfilling their diverse roles.
| Published in | Science Journal of Education (Volume 12, Issue 5) |
| DOI | 10.11648/j.sjedu.20241205.11 |
| Page(s) | 96-103 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Children, Impairments, Parental Support
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APA Style
Anteneh, S. M., Anteneh, S. M. (2024). Parental Support in the Education of Their Children with Impairments: In the Case of North Wollo's Primary Schools. Science Journal of Education, 12(5), 96-103. https://doi.org/10.11648/j.sjedu.20241205.11
ACS Style
Anteneh, S. M.; Anteneh, S. M. Parental Support in the Education of Their Children with Impairments: In the Case of North Wollo's Primary Schools. Sci. J. Educ. 2024, 12(5), 96-103. doi: 10.11648/j.sjedu.20241205.11
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Download@article{10.11648/j.sjedu.20241205.11,
author = {Sintayehu Mesfin Anteneh and Selamsew Mesfin Anteneh},
title = {Parental Support in the Education of Their Children with Impairments: In the Case of North Wollo's Primary Schools
},
journal = {Science Journal of Education},
volume = {12},
number = {5},
pages = {96-103},
doi = {10.11648/j.sjedu.20241205.11},
url = {https://doi.org/10.11648/j.sjedu.20241205.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20241205.11},
abstract = {This study aimed to explore parental support practices in the education of children with impairments in primary schools in north Wollo, Ethiopia. The study utilized a qualitative research approach and case study design, involving seven parents of children with impairments and four teachers. Data was collected through semi-structured interviews based on a parental involvement framework with six dimensions. Findings revealed that parents of children with impairments were more involved in parenting practices to support their education. However, communication between parents and teachers was limited, and while some parents provided learning support at home, many were unable to do so due to constraints such as lack of time, misconceptions, and inadequate skills. The study also noted that direct parental involvement in decision-making was limited, while indirect participation through parent-student-teacher associations was more substantial. Additionally, the study revealed that parents did not participate in volunteering or community activities to aid their children's education. As a result, the schools should facilitate discussions and provide training to empower parents in fulfilling their diverse roles.
},
year = {2024}
}
TY - JOUR T1 - Parental Support in the Education of Their Children with Impairments: In the Case of North Wollo's Primary Schools AU - Sintayehu Mesfin Anteneh AU - Selamsew Mesfin Anteneh Y1 - 2024/11/12 PY - 2024 N1 - https://doi.org/10.11648/j.sjedu.20241205.11 DO - 10.11648/j.sjedu.20241205.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 96 EP - 103 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20241205.11 AB - This study aimed to explore parental support practices in the education of children with impairments in primary schools in north Wollo, Ethiopia. The study utilized a qualitative research approach and case study design, involving seven parents of children with impairments and four teachers. Data was collected through semi-structured interviews based on a parental involvement framework with six dimensions. Findings revealed that parents of children with impairments were more involved in parenting practices to support their education. However, communication between parents and teachers was limited, and while some parents provided learning support at home, many were unable to do so due to constraints such as lack of time, misconceptions, and inadequate skills. The study also noted that direct parental involvement in decision-making was limited, while indirect participation through parent-student-teacher associations was more substantial. Additionally, the study revealed that parents did not participate in volunteering or community activities to aid their children's education. As a result, the schools should facilitate discussions and provide training to empower parents in fulfilling their diverse roles. VL - 12 IS - 5 ER -
Department of Special Needs and Inclusive Education, Woldia University, Woldia, Ethiopia
Senior Branch Banking Officer, Commercial Bank of Ethiopia Paster Square Branch, Addis Ababa, Ethiopia
