Barriers to Parental Involvement in the Education of Children with Disabilities in Tamale Metropolis

Parental involvement plays a crucial role in the education of children with disabilities, yet various barriers limit their engagement. This study explores the challenges hindering parental involvement in inclusive education within the Tamale Metropolis and identifies strategies to enhance participation. A mixed-methods approach was employed, combining quantitative survey data from 70 respondents (parents and teachers) and qualitative thematic analysis from interviews. Purposive and simple random sampling techniques were used to select participants from inclusive schools, and data were analyzed using SPSS (Version 26) for quantitative analysis and thematic analysis for qualitative responses. Findings indicate that financial constraints (71.4%), negative societal attitudes (64.3%), and lack of awareness (57.1%) are significant barriers to parental involvement. A chi-square analysis revealed a strong association between parental socio-economic status and their level of engagement (χ² = 12.56, p < 0.05), with low-income parents being less involved. Qualitative findings supported these results, highlighting financial struggles, stigma, and poor school communication as key limitations. Suggested strategies for improvement, rated on a five-point scale, emphasized the importance of awareness campaigns (4.7 mean score), regular parent-teacher communication (4.5 mean score), and financial assistance (4.3 mean score). The study recommends educational campaigns, financial support programs, improved communication channels, parental training, and policy reinforcement to enhance engagement. Addressing these barriers through collaborative efforts among schools, policymakers, and communities can significantly improve the involvement of parents in the education of children with disabilities.