Parents’ participation in education of children with cerebral palsy in Ongino sub-county, Kumi district, Uganda

Abstract

The purpose of the study was to examine parents’ participation in the education of children with cerebral palsy in Ongino Sub-County, Kumi District. The objectives of the study were; to establish parents’ understanding of the education of children with cerebral palsy, to examine the education support parents give to children with cerebral palsy, to examine the challenges faced by parents in supporting the education of children with cerebral palsy, and to explore how parents can be empowered to effectively support the education of children with cerebral palsy. The study, guided by the Social-Ecological Theory, employed a qualitative research approach supported by a case study design. Data were collected using an open-ended interview guide from 22 purposively selected participants, including 10 parents of children with cerebral palsy, 6 teachers from inclusive UPE schools, and 6 pupils with cerebral palsy. The study ensured rigor and trustworthiness by adhering to qualitative criteria: credibility, dependability, confirmability, and transferability, through participant engagement, detailed documentation, audit trails, rich contextual descriptions, and peer debriefing, producing reliable insights on parents’ participation in the education of their children with cerebral palsy. The study findings revealed that most parents of children with cerebral palsy have a clear understanding of their children’s educational needs and actively ensure their participation in both academic and non-academic school activities. The findings also revealed that parental involvement goes beyond meeting basic needs such as feeding, security, and psychological support, extending to moral, material, and financial assistance, often sourced domestically before seeking external support. Additionally, parents face significant challenges, including poverty, illness, high educational costs, limited knowledge of their roles, and lack of awareness of effective support strategies. Lastly, the study revealed that empowering parents improves their ability to make informed decisions, support their children independently, implement educational strategies effectively, and enhance overall educational outcomes for children with cerebral palsy. The study recommends strengthening parental understanding, enhancing educational support, addressing economic and informational challenges, and empowering parents through training, community programs, and collaboration with schools, NGOs, and development partners to sustainably support children with cerebral palsy.