Barriers to and Strategies for Parental Involvement in the Education of Children with Disabilities in Primary Schools in Bahir Dar City Administration, Ethiopia

Autor/inn/en	Gedfie, Mebrat; Getahun, Dawit Asrat; Negassa, Dawit
Titel	Barriers to and Strategies for Parental Involvement in the Education of Children with Disabilities in Primary Schools in Bahir Dar City Administration, Ethiopia
Quelle	In: British Journal of Special Education, 48 (2021) 2, S.235-258 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12360
Schlagwörter	Foreign Countries; Parent Participation; Students with Disabilities; Barriers; Educational Attainment; Parent Background; Family Income; Negative Attitudes; Teacher Attitudes; Parent Attitudes; Principals; Administrator Attitudes; Parent School Relationship; Student Attitudes; Interpersonal Communication; Partnerships in Education; Training; Educational Environment; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsabschluss; Bildungsgut; Elternhaus; Familieneinkommen; Negative Fixierung; Lehrerverhalten; Elternverhalten; Principal; Schulleiter; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schülerverhalten; Interpersonale Kommunikation; Hochschulpartnerschaft; Ausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Äthiopien
Abstract	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 semi-structured 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01