Parental Support in the Education of Their Children with Impairments: In the Case of North Wollo's Primary Schools

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.