American Journal of Multidisciplinary Research & Development (AJMRD)

Volume 06, Issue 11 (November - 2024), PP 01-10

ISSN: 2360-821X
www.ajmrd.com

Research Paper Open Access

Exploring the Effects of Parental Engagement on Special Needs

Students' Learning within Tamale Metropolis Inclusive Schools.
1
Issaka Cecilia Alimatu
https://orcid.org/0000-0002-1405-8006
1
Mahama Alhassan
https://orcid.org/0000-0002-1982-1859
1
Alhassan Abubakari Sadik
https://orcid.org/0009-0003-1399-2213

Issaka, C. A., Mahama, A., and Sadik, A. A.

111
Institute for Distance and Continuing Learning (IDCL), University for Development Studies,
Tamale - Ghana
*Corresponding Author: 1Mahama Alhassan.

ABSTRACT:- The effects of parental participation on the school success of children with learning deficits
enrolled in the several inclusive schools in Tamale are investigated in this paper. Based on this current
research, the degree to which parents help their special needs children learn is essential. These factors
encouraged parents' involvement and the improved educational outcomes of such children. The study used an
exclusively quantitative approach and methods to analyse the level and the antecedents of Parental
Participation related to Children’s school accomplishment and their functioning in society. The questionnaire
method was utilised to collect the data and the participants included parents, teachers and administrators hence
giving the current practice and consequences. The study further shows that parents’ engagement increases the
effectiveness of instructional practices in the learning and performance of impaired children. This underscores
the need to develop strong partnerships between faculties, education establishments, and families. Finally, the
paper recommends strategic and tailored policy implementation to improve parents’ involvement within these
inclusive schools.

Keywords:- Inclusive Education, Parental Engagement, Educational Achievement, Children with Special
Needs, Tamale Metropolis

I. CONTEXT OF THE STUDY

Many studies in recent times have shown the vitality of parents'/family involvement in the learning of
their children (Emerson et al., 2012; Haines et al., 2015). The pioneering study of Lindstrom and Garbacz
(2016), asserted that education is not merely a classroom activity and reinforced the need for family time and
contribution to a child's educational experience. Education is a process that involves transformation. Through
education, children will increase their knowledge and comprehension, changing both in terms of what they
know and are capable of doing. It is conceivable to think of an educational system composed of educators,
institutions, and other institutional structures as including changing processes (Robila & Taylor, 2018).
The 2008 Global Monitoring Report for Education for All, published between the Dakar World Education
Forum in 2000 and the 2015 EFA deadline, emphasises the notable progress developing countries have achieved
towards universal enrolment and gender equality in basic education. According to Bines and Lei, (2011),
Special education's availability has also improved. There are still numerous significant social, regional, and
other disparities including those pertaining to special educational requirements even though many countries still
have inadequate standards for education and hundreds of thousands of children are still not registered in primary
school. Children and adults with disabilities have historically faced discrimination, human rights abuses, and
barriers to education (Cole, 2011).
Many philanthropists thought that disabled people should be institutionalized to protect them from
potential danger (Conrad, 2020). Many national and global policies and organisations, including UNESCO and
UNICEF, have recognized and reiterated the importance of equal access to quality education as an essential

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human right. Advocates for human rights have recognized the concept that every individual in a society
possesses the inherent right to receive an education (Lawson & Beckett, 2020). All children should, at the very
least, be required to participate in a public school program that is both free and mandatory throughout the
entirety of their formative years (Robila & Taylor, 2018).
Many countries today hold to the view that they must provide every child regardless of their ability the
opportunity to pursue an education. A disability may appear in many different ways and to different degrees,
including but not limited to mental retardation, impairments of vision or hearing, and a great number of other
conditions (Robila & Taylor, 2018).
It is an established conundrum over decades for schools and administrators to effectively accept parents
as associates in the process of forming a plan for a child's education that is tailored to his or her own needs,
however, schools have persisted in having difficulty building reliable, helpful, and fruitful partnerships with
families (Tucker & Schwartz, 2013). In all ages, disabilities have been a mystery that affects individuals in
many different ways all across the world. It is an act of empowerment for a child with learning difficulties to be
educated. Parents should influence the character of programs that affect children's development if they wish
special needs (SEN) children to achieve their fullest potential (Ferizi-Shala, 2017).
To develop in their children a love of learning that will continue throughout their entire lives as well as a
passion for learning in and of itself, parents must actively participate in their children's educational initiatives
(Ghazi, Ali, Shahzad, & Hukamdad, 2010).
Parents are the early role models for all young children in their immediate environments. In many parts of the
world, one of the fundamental responsibilities of a parent is to help guarantee that their child is successful
academically (Fingerman, 2016).

II. PROBLEM STATEMENT

Ensuring inclusive education is essential for granting equitable chances and assistance to students with
special needs (Bariroh, 2021). Further research is required, nevertheless, to look at how parental involvement
affects children with disabilities learning in inclusive classrooms. Analyzing multiple relevant studies shows
that the educational success of children with special needs depends much on parental participation.
According to Alimatu (2021), parents have apprehensions over the extent to which their children with
impairments will successfully integrate into society as productive members, reflecting a more profound worry
that extends beyond mere academic accomplishments. Studies indicate that the involvement of parents has a
positive correlation with several phases of a child's educational needs, including academic performance, time
dedicated to homework, good attitudes towards school, chance of remaining in school, and educational goals
(Emerson, 2012).
In inclusive schools, notably in the Tamale Metropolitan Area, Research looking at the exact impact of
parental participation on the learning needs of special children is required. The lack of research in this field
emphasizes the need for a study aimed at determining how the involvement of parents affects the learning needs
of special children in inclusive schools within Tamale.

III. THEREFORE THIS RESEARCH WAS MEANT TO:

1. Examine the Level of Involvement of Parents in Educating Special Needs Children within Tamale
Metropolis Inclusive Schools.
2. Find out the Factors that Promote the Involvement of Parents in Educating Special Needs Children
within Tamale Metropolis Inclusive Schools.
3. Determine the Impact of Parental Involvement in the Learning Outcomes of Special Needs Children
within Tamale Metropolis Inclusive Schools.

3.1 Research Questions

1. What are the levels of involvement of parents with special needs children in their education?
2. What factors facilitate the involvement of parents in educating special needs children?
3. How does the involvement of parents contribute to the learning outcomes of special needs children?

IV. EXAMINATION OF RELATED LITERATURE

The examination of the literature in this educational study uses a wide-ranging base to give background
information on parental participation in schools. The section analyzed the related literature for the research.
This section of the study was to offer a theoretical background for the study and find gaps in the existing
research on how parents can help children with special needs learn.

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4.1 Theoretical Review

The components of this paper looked at theories of parental participation or involvement, including
Vygotsky's socio-cultural theory; for this reason, these theoretical concepts are analyzed from the stance of
parental participation since they have a significant relationship regarding the subject matter being examined. Lev
Vygotsky's sociocultural theory emphasized the connection between individuals and their environments which
was partly influenced by Piaget's theories.
According to him, there is a multitude of evidence that exists and showcases the effect of social and
cultural factors on the development and education of children (Vygotsky’s Sociocultural Theory, 1999). Each
person's life is shaped by the people in their immediate circle and the traditions of their community (Rieber,
2016). Given that parents and other family members are a child's first teachers and that most of their formative
education takes place in the community, it stands to reason that the bonds that form between children and their
relatives are of the utmost importance to the child's development and progress. As a result, social play is a potent
educator for young children.

4.2 The Levels of Parental Involvement in the Education of Children with Special Needs (SEN).
Families or parents of special needs students have the responsibility to actively participate in the
learning of their children, as recognized by legislation like the Individuals with Disabilities Education Act since
1975 (Hedeen, Moses, & Peter, 2011). According to UNESCO, inclusive education is an ongoing effort to
ensure that all individuals receive an excellent education while recognizing and valuing their unique abilities
and promoting equality. While special needs children are increasingly receiving inclusive education, it has not
been scientifically proven beneficial due to a lack of empirical research (Hornby & Lafaele, 2011).
According to a study conducted by de Vos, Hamming, & Marang-van de Mheen, (2017), it seems that
regular classroom teachers often struggle and find it unclear how to proactively support special education
children in regular classrooms. In Ghana, educators have implemented a variety of teaching methods designed to
reach students with exceptionalities (Inclusive Education Policy Ghana, 2015). Additionally, it has been
demonstrated that Ghanaian educators who specialize in inclusive education work effectively with other
educators and experts who do not work with special needs children to fulfil the individual requirements of their
pupils (Nyarko, 2011). Special needs education is characterized in the Ghanaian setting as the process of
developing support and service requests resulting from outstanding human talent, genetic or acquired disorders,
or harmful environmental conditions (Nyarko, 2011; Peter, 2015).
For Behavior (2015), collaboration between school staff and parents is crucial in supporting special
needs pupils to achieve their academic aspirations. Despite this, Murtonen (2020) argues, that schools are still
ill-equipped to embrace inclusive education. Furthermore, the advantages of inclusive education versus special
education for special needs pupils are debatable (Ford et al., 2013).
According to a contemporary model of child rearing proposed by Harris, Freeman, & Aerni, (2009),
Participation of families and relatives in a child's education is vital for their growth. This idea should inspire
parents to persistently look for ways to help their children grow. Yuen-han MO & Tak-Mau Chan (2022),
conducted a study, that showed that relatives of children with severe needs experience significant concern about
their wards' future.
Participating actively in the schooling of their children has helped in boosting parent’s confidence
while simultaneously increasing the child's sense of accomplishment. Educational goals for special needs
students should be developed in partnership with schools and relatives or families, who should also partner to
choose and execute appropriate instructional methods. There is the need for us to offer assistance to persons
with disabilities in schools and their homes.
This becomes possible when parents and teachers have a closer association as well. According to
Goodman et al. (2014), the caregivers of handicapped children need to be willing to go more closely into the
issue, probe deeper into the more relevant questions, assess and look at the answers, and at the same time
explore alternatives that would serve best their children’s interests (Mabuza, 2017).
Balli (2016), emphasizes the interconnectedness and reciprocal nature of parental involvement in both home and
school environments, encompassing educational monitoring and engagement in school-related activities.
Talking about the education or learning of children with difficulties, the degree of family engagement
ultimately determines quite a lot. Studies repeatedly reveal that, especially for persons or children who have
difficulty in learning, the lively contribution to their children's education improves their intellectual, social, and
emotional growth. Various strategies can be implemented to identify the significance of parents being involved
in ensuring the overall well-being and success of children with special needs.
These strategies range from urging for suitable learning. Adaptations to cultivating supportive
conditions at home. Parents, lawmakers, and teachers have to all realize how crucial it is to cooperate to provide
these children with the tools they need to thrive personally as well as intellectually. Encouragement of strong
cooperation among families and educational institutions will help us to create inclusive learning environments

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that satisfy the particular needs of persons with impairments. This will finally help these children to attain long-
term success and satisfy their needs.

4.3 The Role of Parents in Improving the Learning Outcomes of Children with Special Needs (SEN).
Regarding the educational successes of children with exceptional education needs (SEN), parental
engagement is both crucial and complicated. Some studies suggest that more parental participation can be the
trigger for a child's better academic performance (Becker et al., 2015; Seidu, 2018). Four decades of thorough
study shows that parental participation in the learning progress of children's education improves their
accomplishment in the classroom.
An extensive survey conducted by Hill & Tyson ( 2009) has revealed the following advantages for
students, families, and schools. First, students performed better academically independent of their
socioeconomic standing, race or ethnicity, or the educational level of their parents. Additionally, students do
better on tests, have greater attendance, and regularly finish their assignments. Parents frequently act as their
children's champions, collaborating closely with teachers and other support personnel to guarantee that their
children's exceptional needs are recognized and met in the classroom. To create Individualized Education
Programs (IEPs) that are precisely suited to the needs of each child with special education needs, parent-teacher
collaboration is important (Muhammad, 2015).
The involvement of parents in extending and reinforcing classroom learning is crucial. This entails
creating a nurturing home environment that promotes curiosity, exploration, and ongoing education (Griffith,
2015). Home activities have the potential to supplement and strengthen the knowledge and abilities imparted in
the classroom, thereby making a significant contribution to the child's all-around educational progress.
SEN is frequently accompanied by social and emotional difficulties. Parents make a substantial contribution to
their children's emotional well-being through the provision of a nurturing and empathetic atmosphere (Sui-chu
& Douglas, 2014). Provision of emotional support, promotion of social interactions, and nurturing of alliances
are all vital elements of familial assistance for children with SEN.
According to Seidu (2018), consistent communication between educators and parents is essential for
tracking the development of the child, recognizing barriers, and executing suitable interventions. By attending
parent-teacher conferences, reviewing report cards, and remaining up-to-date on their child's academic and
social progress, parents can engage in active participation. Parents might participate in activities that bolster
particular aptitudes associated with their child's educational requirements. These activities may encompass
engaging in reading exercises, strengthening mathematical principles, or enhancing both fine and gross motor
abilities inside the confines of one's home. Customizing activities based on the child's aptitudes and limitations
enhances a comprehensive approach to fostering skill acquisition.
Parents play a part in the decision-making process when children with special educational needs (SEN)
move from one grade level or school setting to another. It is important to work together with teachers to
guarantee a seamless transition and maintain ongoing success (Alice Galper, 1997).
Ultimately, parents' advocacy and participation are essential to the overall development and attainment of
Special needs children's education. Parents help create an inclusive environment that matches their children's
needs by lobbying for individualized educational programs, navigating complex systems, and communicating
with educators.
Parent, teacher, and school administration collaboration improves academic support and tackles social
and emotional issues, fostering a holistic education. Parents work hard to improve SEN children's learning
results and support their education as champions for their rights and well-being. Schools and parents have to
cooperate to establish inclusive, caring environments in which children may thrive.

4.4 Factors that Encourage Effective Parental Partaking in the Education of Pupils with Learning
Disabilities.
The overall well-being and school achievement of a child mostly rely on the amount of parental
participation in the educational progress, particularly about persons with disabilities in the classroom (SEN).
The collaborative efforts of teachers, parents, and community members can be harnessed to promote inclusive
learning and cater to the requirements of children with special needs (Peters, 2007).
A good learning environment that meets the various requirements of all children, particularly those with
disabilities, depends on the efforts of professionals to cooperate among themselves. Starting a focused
awareness campaign is essential to spread the idea that education is a natural entitlement of every human being
(Mugote, 2019).
According to Barton, Drake, Perez, Louis, & George (2004), The presence of positive attitudes within a
community regarding disability-related issues greatly enhanced and created an enabling environment that
supported parents and provided for the measures relating to the education of disabled children. These measures

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included the search for and provision of mobility, visual, and hearing assistive devices that are designed to help
children with SEN access the social and physical environments of schools.
Enable parents by arming them with knowledge regarding the impairment of their children, their rights
to an education, and the resources for help that are out there (Mabuza, 2017). Encourage cooperation between
parents and teachers, understanding that each is essential to the child's growth. Offering Invitations to parents to
take part in events and events at school so that the children and family may feel like they belong. Promote the
development of a complete educational environment that appreciates diversity and recognizes the particular
needs of children with disabilities.
Parents should be given education sessions and resources on how to support the educational progress of
their kids at home. Furthermore, families of children with SEN should be informed about community resources
and support groups that they can join to assist their learning about children with SEN (Daudji et al., 2011). In a
similar vein, Croot, Grant, Cooper, & Mathers, (2008) stressed that advocacy organisations for families of
children with special requirements should be founded. These organizations give parents a forum for interaction,
experience sharing, and emotional support from one another. These groups might provide a platform for
discussing strategies, resources, and methods of activism.
Inform parents of any behavioral changes as well as the academic and social growth of their children.
Discuss both your good work and any areas that could need more care or assistance (Zúñiga, 2015). Epstein &
Herrick (2006) stated that establishing a school climate that honors and encourages parental engagement in the
teaching and learning process and recognizes and values the special input parents may provide to their child's
education.
Ultimately, it is essential for parents to keenly partake in the education of children who have
difficulties (SEN). Students' health, happiness, and academic performance are all improved when parents,
teachers, and other professionals work together. To cultivate a robust relationship between schools and parents,
it is necessary to implement measures such as open dialogue, empowerment, individualized education programs,
and an inclusive atmosphere.

V. METHODOLOGY
This research employs a quantitative approach in conducting this survey. As explained by Maree
(2010), quantitative research techniques are systematic and objective methods of retrieving and presenting
information based on numerical data from a part of the population to be able to infer the entire population in
question. The primary data primarily focused upon was gathered from teachers in the special schools and
parents of the pupils within inclusive schools in the Tamale Metropolis. Additionally, secondary data was
acquired through extensive reading and reviews of similar studies, others were as well adopted and evaluated
regarding special and inclusive schools in Ghana.

5.1 Population and Sampling

The study makes use of the Simple Random Sampling technique to pick out all the respondents for this
particular study (regular classroom teachers, special school teachers, and parents of special needs children).
Inclusive Schools Teachers (IST) = (30)
Regular School Teachers (RST) = (70)
Parents of Pupils with Disabilities (PPD) = (100)
Total = 30+70+100 = 200 Participants

Data Sources
This section of the research paper outlines the tools utilized in the process of gathering the data. The
features and instruments utilized in the research comprise questionnaires made up of closed-ended questions. To
ensure a well-rounded and comprehensive understanding, various areas and data sources were consulted in this
study to gather diverse perspectives from experts in the same or related fields of study. The researcher went to
great lengths to gather information. The researcher designed and distributed an extensive questionnaire to
parents of SEN children, teachers, and heads of regular and special Schools. Additionally, thorough analysis of
reports, conference proceedings, and academic papers that explored the topic of parental involvement in the
education of children with SEN and its effects.

Ethical Considerations
A study's credibility is boosted by ethical concerns (Mugote, 2019). Bryman (2004) asserted that it was
essential to protect human participants or subjects in any study. During the study, the researchers endeavoured
to prevent the occurrence of all unethical circumstances. But also made sure that the following ethical issues
were taken into account: gathering participant information on their demographics (like age, gender, and caste).

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Study Results
This study was done concurrently using a quantitative approach to meet three distinct objectives. The
study's key objective was to ascertain the consequences of parental engagement on the learning outcomes of
special needs children within inclusive schools in the Tamale metropolis. The following are the results of the
quantitative (Descriptive statistics) responses to items on parental expectations, parents' level of involvement,
and parental involvement factors were rated by the respondents on a three-point Likert scale. The responses
were Agree, Disagree, and Neutral; Represented by A, D, and N, respectively. To aid in the analysis and
presentation, the D values were amalgamated as Disagree, and A and N values were treated as Table.

Table 1. Gender, Age, and Educational Qualification of Respondents

Gender Frequency Age Group Frequency Educational Frequency
of Respondents (%) (%) Qualification

Male 110(55%) 30-35 65(32.5%) Basic 96(48%)

Female 90(45%) 36-55 100(50%) Secondary 85(42.5%)
Others Above 35(17.5%) Tertiary 19(9.5%)
Others
Total 200(100%) 200(100%) 200(100%)

The results from Table 1 show that 55% of the participants in the study were males, with a majority
falling within the age range of 30-55. On the other hand, 45% of the participants were females. In terms of
educational qualification, 48% attended up to basic school, 42.5% had education up to secondary level, and
9.5% attended tertiary education.

Table 2. Levels of Parental Involvement in the Education of Children with Special Needs

Indicator Agree% Disagree% Neutral Total%

1. Teachers do inform us about our children's 60(30) 120(60) 20(10) (100%)
performance
2. Parents do receive written notes from teachers about 20(10) 180(90) (100%)
how their children are doing in school
3. Teachers do visit parents at home to discuss issues 80(40) 120(60) (0) (100%)
concerning their children's education
4. Schools do sometimes inform parents about events and 140(70) 40(20) 20(10) (100%)
activities of the school
5. Children's report cards do inform parents about their 140(70) 20(10) 40(20) (100%)
children's performance in school
6. Schools always invite parents to conferences and other 180(90) 20(10) 0(0) (100%)
discussions
7. All parents attend PTA meetings regularly (0) 140(70) 60(30) (100%)
8. Parents contribute to securing teaching and learning 60(30) 120(60) 20(10) (100%)
materials in schools
9. Schools always invite parents to take part in decision- 120(60) 40(10) 40(20) (100%)
making
10. Schools respect parents’ views during decision-making 160(80) 20(10) 20(10) (100%)

Source: Field Survey, 2024

From Table 2, Thirty (30%) of the respondents agreed that teachers do inform them about their children's
performance, 20% were neutral and 60% disagreed. Ten (10%) of the participants agreed they received written
notice while 90% of respondents disagreed. Also, 70% of responses revealed that schools do inform them about
their activities 10% were neutral and 20% disagreed. 30% agreed they contributed to providing TLM, 60%
disagreed and 10% were neutral. Issues on decision-making revealed that 10% disagreed that school always
respect their decision. 10% were neutral and 80% agreed.

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Table 3: Role of Parents in Improving the Learning Outcomes of Pupils with Special Needs

Indicator Agree Disagree Neutral Total%

1. Parents' active involvement in their 140 (70) 60 (30) 0 (0) 100%

child's education significantly enhances the
learning outcomes of children with SEN.
2. Collaborative efforts between parents 120 (60) 40 (20) 40 (20) 100%
and teachers in implementing individualised
education plans (IEPs) ensure largely the success
of children with SEN
3. The emotional support parents provide is 60 (30) 100 (50) 40 (20) 100%
a critical factor in fostering a positive learning
environment and improving the academic
performance of children with SEN.
4. Children can now do things he/she 160 (80) 40 (20) 40 (20) 100%
could not do
5. Parents who provide tailored support at 120 (60) 60 (30) 20 (10) 100%
home, aligned with their child's specific needs,
contribute more effectively to the child's academic
progress.
6. The academic performance of children 140 (70) 40 (20) 20 (10) 100%
with special needs (SEN) improves when parents
maintain open and regular communication with
educators.
Source: Field Survey, 2024

From the above (Table 3) result showed that 140 which sums up to 70% said that, there is improvement
in the children's schools' academics with parental involvement, while 30% said that there is no improvement in
children's school work. Also, 60% of the respondents indicated that there has been substantial academic
improvement, it is because there was a joint movement between parents in the Individualized Education
Program (IEP) and teachers provided separate lessons to assist pupils. 20% of the respondents were neutral,
while 40 participants summing up 20% disagreed.
Again, from the above result, in terms of emotional support, 30% of the respondents indicated that
parents support them with emotional help to achieve better in their children's education, while 20% were neutral.
The percentage of children who managed well in their education before their parents' involvement was 80%,
while 100 respondents representing 50% disagreed with the statement.
Regarding how overall pupils perform, 70% agreed that it was obvious that there was a sign of
improvement in children's school performance before parental intervention. Twenty (20%) of the schoolchildren
who were schooling during that time disagreed with the statement that there was a major development in
children's placement performance. Also, 20 respondents representing 10% were neutral about their children's
school performance.
Therefore, according to Mahama et al. (2023), the strengths and weaknesses of the current educational
curricula must be exploited to enhance teacher education training programs to meet the needs of special
children. Addressing the missing links, Ghanaian teachers must collaborate with parents to improve their level
of cooperation for the maximum benefit of all stakeholders. It is then that special children receive more
emotional and material support at home and school, which consequently improves their academic performance
at school.

VI. DISCUSSION OF FINDINGS.

With regards to the first research objective, the levels of parental involvement in educating special
needs children revealed that there was a weak response in terms of teachers informing parents about children's
performance in the sense that only 30% agreed to receive notice from teachers, 60% were neutral and 10%
disagreed. This is why Fan et al. (2018), stated that the education of children with special needs depends heavily
on their parents; therefore, parental contributions should never be undervalued (Fan, Li, et al., 2018).
To back the findings, Hirano & Shanley (2018) claimed that education is not only restricted to the
classroom and stressed the need for family time and engagement in a child's education. The analysis revealed
that 70% of participants agreed that the school occasionally notifies parents about events and activities. Once

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again, it was shown that 70% of respondents believed that children's report cards provide them with information
about their academic progress and success. Additionally, it was shown that 90% of respondents thought that
schools consistently extend invitations to them for talks and conferences.
Concerning this second objective, it was discovered that 70% of the participants agreed on the
enhancement of literacy skills of children, whereas 30% of the participants held a contrary view on the
improvement of their child's literacy skills. According to the study, a majority of the participants, 120 out of the
total, established that there had been noticeable progress in children's numeracy skills. This is why Robila &
Taylor (2018), highlight that through education, children increase their knowledge and comprehension,
changing both in terms of what they know and what they are capable of doing. For a child to improve their
academic skills, parents' participation is essential (Balli, 2016).
Concerning objective three, in terms of children's overall performance, 70% expressed agreement that
there has been an improvement, while 20% disagreed, and 20 respondents, making up 10%, remained neutral
about their children's performance in general. The factors mentioned by the participants that can promote
parents' involvement in special needs children's education (SEN) included: if there is an effective partnership
between parents and the school, provision of emotional support is also an important factor when it comes to
special needs children's academic performance.
Again if parents are always informed by the schools concerning the progress of children, if schools
educate and encourage parents on how to handle their special needs children, if there is regular engagement with
parents and the need for their children to live happily and independently if there is social media group like
WhatsApp that connect parents and teachers if there is a willingness in the schools to bring in parents into
school activities and when parents have greater zeal in their children learning and feel that their wards are
making a head-way in learning. According to Ghazi, Ali, Shahzad, & Khan, (2010), parents play a crucial role
in fostering a lifelong love of learning and a genuine enthusiasm for education in their children. They contend
that, particularly for pupils with physical or educational requirements, strong parental participation in their
children's learning efforts is absolutely necessary for their general development.

VII. CONCLUSION
Ultimately, the investigation of parental involvement in inclusive educational environments in the
Tamale metropolis highlights its ability to positively impact the academic achievements and overall welfare of
students with special needs. Through acknowledging and utilizing the influence of parental involvement,
stakeholders can create an educational environment that is fair, inclusive, and empowering. These surroundings
guarantee that each child has the opportunity to thrive and realise their best capability.

Recommendations
In light of the findings, the researcher proffers the following recommendations:
 All school management committees must ensure that individual teachers have the opportunity to
discuss the academic progress of all children who have special educational needs with the parents of those
students specifically.
 Parents should get written updates from teachers about the educational development of their children at
every meeting to which they are invited.
 Teachers need to make it a habit to visit the homes of parents on occasion to discuss concerns that they
have regarding their children.
 All schools should make it a standard practice to inform parents about events and activities that are
currently taking place or will take place at the school. This will help to improve the level of involvement of
parents of children who have special educational needs in school-related matters.
 The Ghana Education Service should collaborate with all school administrators to ensure that schools
keep parents informed about their children's progress, that schools educate and encourage parents on how to
handle their special needs children, that there is regular engagement with parents about the need for their
children to live happily and independently, and that schools form social media groups such as WhatsApp.
 The GES should contract special education experts to hold meetings and workshops with teachers to
support parental involvement in special needs children's learning (SEN), to educate both teachers and parents
about disability and how to deal with it, to assist schools in collaborating with parents, to ensure consistent
consultation about the child's welfare and academics, and to ensure that teachers visit parents regularly.
 The social welfare department should be asked for help in the form of money to help parents of
children with special educational needs. Parents should also be taught about the risks of not taking care of their
disabled children, and parents should be taught how to deal with students with disabilities in the classroom and
how to get better medical care for their children.

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*Corresponding Author: 1Mahama Alhassan.

Issaka, C. A., Mahama, A., and Sadik, A. A.
111
Institute for Distance and Continuing Learning (IDCL), University for Development Studies,

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