Parental involvement in the education achievement of children with Down syndrome : a case of two inclusive primary schools in Moroto district, Karamoja sub-region

Abstract

Children with Down syndrome (DS) experience specific learning challenges that require significant involvement from their parents. While it has been demonstrated that parental involvement can improve educational outcomes for children, there is limited knowledge about its affects the academic achievements of learners with DS in underprivileged areas such as Karamoja, Uganda. The purpose of the study was to explore how parental involvement contributes to the education achievement of children with DS in the two selected inclusive primary schools in Moroto District, Karamoja Sub-region. The objectives of the research were to: establish the forms of parental involvement in the educational achievements of their children with DS; examine the benefits of parental involvement towards the education achievement of children with DS; and find out the factors that hinder parent’s involvement in the education achievements of their children with DS. The research was informed by the theory of parental involvement and utilized a qualitative approach with a case study design. Data was gathered from 23 participants, comprising 8 teachers and 15 parents, selected from two inclusive primary schools located in Moroto District. Data collection involved semi-structured interviews and focus group discussions, with participants chosen using purposive sampling. The reliability of the findings was assured through measures of credibility, dependability, confirmability, and transferability. This was accomplished by pretesting the interview questions with a small group of individuals not part of the main study to enhance clarity and relevance, validating the data with participants, maintaining consistent coding practices, seeking expert reviews, and employing purposive sampling to obtain rich and trustworthy insights. The findings of the study indicated that parents offered financial, healthcare, and academic assistance while also nurturing their children’s emotional, social, and educational development. They were actively involved in their children’s education, advocated for their rights, and included them in family and entrepreneurial endeavors to encourage independence. Additionally, the findings indicated that parental involvement was crucial in influencing the educational success and overall well-being of children with Down syndrome. It contributed to improved academic performance, literacy, numeracy, and cognitive abilities, while promoting peer interactions, social growth, and independence. This engagement also cultivated essential life skills, enhancing the children’s confidence, self-esteem, and sense of belonging. Lastly, the study identified various hindrances to parental involvement, including attitudinal, socio-economic, and logistical challenges such as societal stigma, poverty, food insecurity, and safety concerns. The study recommends strategies like improving teacher-parent communication, fostering community engagement, and providing specialized support and economic empowerment to enhance parental involvement and create inclusive educational environments.