Parental Collaboration as a Predictor of Academic Achievement in Children with Hearing and Speech Impairments

This study examined the predictive relationship between parental collaboration and the academic achievement of children with hearing and speech impairments at Nishtar Special Education School, Kohat. A quantitative case study design was employed, and data were collected from 82 parents selected through stratified random sampling, determined using Krejcie and Morgan’s (1970) formula. A structured questionnaire measured parental collaboration and children’s academic achievement. Reliability analysis yielded a Cronbach’s alpha of 0.86, indicating strong internal consistency. Descriptive statistics revealed that parental collaboration was generally high, particularly in home-based support, while academic achievement levels of children were moderate to high. Pearson correlation analysis indicated a significant positive relationship between parental collaboration and academic achievement (r = 0.624, p < 0.01). Regression analysis further confirmed that parental collaboration significantly predicted academic performance (β = 0.624, p < 0.001), explaining 38.9% of the variance. The findings underscore the importance of strengthening family–school partnerships to enhance learning outcomes for children with hearing and speech impairments. The study concludes that parental collaboration is not only supportive but also predictive of academic success, especially in resource-constrained contexts. Recommendations are provided for strengthening parent–school communication, capacity building for parents, and policy initiatives to formalize parental involvement in special education.