Original article | Turkish Journal of Teacher Education 2015, Vol. 4(1) 50-65
Olusegun E. Afolabi, Sourav Mukhopadhyay, H. Johnson Nenty
pp. 50 - 65 | Manu. Number: tujted.2015.004
Published online: June 30, 2015 | Number of Views: 19 | Number of Download: 82
Though, much has been said about parent-school collaboration in the past, more information is needed on why involvement varies among parents of learners with SENs in Nigeria. Using the Developmental Ecological Perspectives and Hoover-Dempsey and Sandler model (1995) as theoretical frameworks, this study examined the role of socio-demographic variables on parental efficacy for involvement in inclusive education in Nigeria, The investigation is based on this research question: To what extent do socio-demographic factors, such as (education, marital status and gender) influenced the self-efficacy of parents of learners with SENs on involvement in inclusive education in Nigeria? Employing a quantitative research method, this study gathered data from 372 parents of learners with SENs in 10 regular primary schools in the city of Ibadan, Oyo State, Nigeria, and used a survey instrument on Parental Involvement in Inclusive Education (PII) for data collection. The study found that socio-demographic variables such as marital status, education and gender significantly influenced the efficacy of parents of learners with SENs on in education of their children in Nigeria. Finally the study recommended that school must strive to promote school climate that supports parental efficacy for involvement, and ascribed to parents, the responsibilities that will make them a partners in their child education.
Keywords: Parent involvement, self–efficacy, socio-demographic variables, inclusive education
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Afolabi,O.E.(2014). Parental involvement and psycho-educational development of learners with special needs (SENs): An empirical review, Romanian Journal of School Psychology, 14, (2) 7-31
Afolabi, O, Mukhopadhyay, S., & Nenty, H.J. (2013). Implementation of inclusive education: Do parents really matter? Specijalna edukacija i rehabilitacija (Beograd), 12(3): 373-401.
Ajuwon P.A (2008). Inclusive education for students with disabilities in Nigeria: Benefits, challenges and policy implications. International Journal of Special Education; 23 (3), 1-16.
Altschul, I. (2012). Linking socioeconomic status to the academic achievement of Mexican American youth through parent involvement in education. Journal of the Society for Social Work and Research, 3, 13–30. doi:10.5243/jsswr.2012.2
Anfara, V.A., & Mertens, S.B. (2008). Varieties of parent involvement in schooling. Middle School Journal, 39(3), 58-64.
Atkinson, R., & J. Flint. (2001). Accessing hidden and hard-to-reach populations: Snowball research strategies. University of Surrey Social Research Update 33.
Bandura, A. (1989). Regulation of Cognitive Processes through perceived self-efficacy. Developmental Psychology, 25, 729-735
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman Bandura, A. Barbaranelli, C. Caprara, V. & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222
Bender, W.N. (2008). Learning Disabilities: Characteristics, Identification, and Teaching Strategies. Boston: Pearson
Bleeker, M.M. & Jacobs, J.E. (2004). Achievement in math and science: Do mothers ‘beliefs matter 12 years later? Journal of Educational Psychology, 96 (1), 97-109.
Bouffard, S., & Weiss, H. (2008) Thinking big: A new framework for family involvement policy, practice, and research. The Evaluation Exchange , 14 (1&2), 2-5.
Bridgemohan, R., van Wyk, N., & Van Staden, C. (2005). Home-school communication in the early childhood development phase. Education,126 (1), 60.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Handbook of child psychology. New York City, NY: John Wiley & Sons.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W.Damon (Ed.), Handbook of child psychology (5th ed), (Vol. 1 pp. 993-1028).
New York: John Wiley& Sons
Bronfenbrenner, U. (1992). Ecological Systems Theory. In Six Theories of Child Development:Revised Formulations and Current Issues, ed. R. Vasta, 187–249. London: Jessica Kingsley Publishers
Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed), Six theories of child development. Annals of child development: A research annual (Vol. 6 pp. 187-249). Greenwich, CT: JAI Press.
Bronfenbrenner, U. (1988). Interacting systems in human development. Research paradigms: Present and future. In N. Bolger, A. Caspi, G. Downey, & M. Moorehouse (Eds.), Persons in context: Developmental processes (pp. 25-49). Cambridge: Cambridge University Press Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research Perspectives. Dev Pschol, 22, (6), 723-742
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
Brown, K. M., Benkovitz, J., Muttillo, A. J.,& Urban, T. (2011). Leading schools of excellence and equity:Documenting effective strategies in closing achievement gaps. Teachers College Record, 113(1), 57–96.
Cherishe, R. (2011). Special needs education in-service teacher trainees’ views on inclusive education in Zimbabwe. Journal of Social Sciences, 27(3): 157-164.
De Civita, M., Pagani, L., Vitaro, F., & Tremblay, R.E. (2004). The role of maternal educational aspirations in mediating the risk of income source on academic failure in children from persistently poor families. Children and Youth Services Review, 26, 749 -769
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. Report Number 433.Department of Education and Skills.
Diamond, J.B., & Gomez, K. (2004). African American parents’ educational orientations: The importance of social class and parents’ perceptions of schools. Education and Urban Society, 36, 383-427.
Dimitrios K, Georgia V, Eleni Z, & Asterios P. (2008). Parental Attitudes Regarding Inclusion of Children with Disabilities in Greek Education Settings. Electronic Journal of for Inclusive Education, 2(3): 1-13. From (Retrieved on 20 December 2013).
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Within- and between-child parent involvement and academic and social skills in elementary school. Child Development, 81, 988– 1005.
Epstein, J.L. (2009). In School, family, and community partnerships: Your handbook for action (3rd ed.). USA: Corwin Press.
Epstein, J. L. (1996). Advances in family, community, and school partnerships. New Schools, New Communities, 12, 5-13.
Filler, J., & Xu, Y. (2006). Including children with disabilities in early childhood education programs: Individualizing developmentally appropriate practices. Childhood Education, 83 (2), 92-98.
Geldenhuys, J.L, & Wevers N.E.J.( 2013). Ecological aspects influencing the implementation
of inclusive education in mainstream primary schools in the Eastern Cape, South v Africa. South African Journal of Education, 33(3): 1-18.
Green, C. L., Walker, J. M.T, Hoover-Dempsey, K. V., & Sandier, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532-544.
Griffin, S., & Shelvin, M. (2011). Responding to Special Educational Needs: An Irish Perspective. Dublin: Gill and MacMillan.
Grolnick, W.S. Benjet, C.,Kurowski, C.O., & Apostoleris, N.H. (1997). Predictors of parent involvement in children's schooling, Journal of Educational Psychology 89 (3), 538–548
Harris, A., Andrew-Power, K., & Goodall, J. (2009). Do parents know they matter? Reaching achievement through parental engagement. New York, NY: Continuum International Publishing Group.
Hayes N (2004a) What Are Four Year Olds Doing At School? Reconciling Current Knowledge About Learning in Young Children With Early Educational Pedagogy. Unpublished PhD Thesis, Trinity College Dublin.
Heymann, S. J., & Earle, A. (2000). Low-income parents: How do working conditions 109 affect their opportunity to help school-age children at risk? American Educational Research Journal, 37, 833-848.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory
Hill, N.E., Tyson, D.F., & Bromell, L., (2009). Parental involvement during middle school: Developmentally appropriate strategies across ethnicity and socioeconomic status. In N.E. Hill & R.K. Chao (Eds.) Families, Schools, and the Adolescent: Connecting Research, Policy, and Practice (53-72). New York, NY: Teachers College Press.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic Achievement: Pragmatics and issues. Current Directions in Psychological Houtenville, A.J. and Conway, K.S.( 2008). Parental effort, School Resources, and Student Achievement. The Journal of Human Resources, (2) pp 437-453
Hoover-Dempsey, K.V., Ice, C.L., & Whitaker, M.C. (2009). “We’re way past reading together.” Why and how parent involvement in adolescence makes sense. In N.E. Hill & R.K. Chao (Ed.) Families, Schools, and the Adolescent: Connecting
Research, Policy, and Practice (53-72). New York, NY: Teachers College Press.
Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S. & Closson, K.E. (2005). Why do parents become involved? Research findings and implications. Elementary School Journal. 106, 105-130
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s educations? Review of Educational Research, 67 (1), 3-42.
Hoover-Dempsey, K.V., & Sandler, H.M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97, 310-331
Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent- school relations. The Journal of Educational Research, 85, 287-294.
IDEA 2004 Regulations: Subpart E – Procedural Safeguards,http://www.wrightslaw.com/idea/law/idea.regs.subparte Individuals with Disabilities Education Act of 1990, P.L. 101-476, 20 U.S.C. § 1400et seq.
Jeynes, W.H. 2005. A meta-analysis of the relation of parental involvement to urban Elementary school student academic achievement. Urban Education,40, 237–269
Kalyva, E., Georgiadi, M., & Tsakiris, V. (2007). Attitudes of Greek parents of primary schoolchildren without special educational needs to inclusion. European Journal of Special Needs Education 22, 295–305
Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4, 80-102.
Kolay, Y.(2004). School-family-environment co-operation importance of education system. Journal of National Education, 164
Koonce, D.A. & Harper, W. (2005). Engaging African American parents in the schools: A community-based consultation model. Journal of Educational and Psychological Consultation, 16, 55-74
Lewis, R.B, & Doorlag, D.H (2006). Teaching Special Students in General Education Classrooms. 7th Edition. New Jersey: Pearson Merrill Prentice Hall
Leyser Y, Kirk R 2011. Parents’ perspective on inclusion and schooling of students with Angelman syndrome: Suggestions for educators. International Journal of Special Education, 26(2): 79-91
Lareau, A. (2011). Unequal childhoods: Class, race, and family life (2nd ed.). Berkeley, CA: University of California Press.
Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Rowman & Littlefield Publishers, Inc.
Lemmer, E. and Van Wyk, N. (2004). Schools reaching out: Comprehensive parent involvement in South African primary schools. Africa Education Review. 1(2) 259-278
Marope M. (2010). The Education System in Swaziland: Training and Skills Development For Shared Growth and Competitiveness. Washington DC: World Bank
Meaney, M., Kiernan, N.And Monahan, K. (2005).Special Educational Needs and the Law, Dublin: Thomson Round Hall.
Ministry of Education Singapore 2012. Choosing the Right School: A Parent’s Guide for Children with Special Education Needs. From www.moe.gov.sg/ parents (Retrieved on 17 December 2013)
Nechyba, T., McEwan, P., & Older-Aguilar, D (1999). The impact of family and community resource on student outcomes: An assessment of the international literature with implications for New Zealand. Available from: http: www.minedu.govt.nz/web/document/document_page.cfm?id=5593&p=58
Nkambule, H.L (2011). Attitudes of Primary School Teachers Towards Inclusive Education in Swaziland. Matsapha: UNISWA
Nyarko, K. (2011). Parental school involvement: The case of Ghana. Journal of Emerging Trends in Education Research and Policy Studies, 2(5), 378–381.
Nzinga-Johnson, S., Baker, J.,& Aupperlee, J. (2009). The quality of teacher-parent relationships infostering school involvement among racially and educationally diverse parents at kindergarten.Elementary School Journal, 110, 81–91.
Olukotun, J.O. & Oke, E.O. (2005). Inclusive Education for Children with Special Needs as a component of Universal Basic Education (UBE) Programme in Nigeria: A pointer to other developing Nations. African Journal of Special Education Needs, 4 (1) 46-56
Pather, S., & Nxumalo C.P. (2013). Challenging understandings of inclusive education policy development in Southern Africa through comparative reflection. International Journal of Inclusive Education, 17(4): 420-434
Peters, M., Seeds, K., Goldstein, A., & Coleman, N. (2008). Parental Involvement in Children’s Education 2007. Research Report. DCSF RR034.
Ratcliff, N., & Hunt, G. (2009). Building teacher-family partnerships: The role of teacher preparation. Education, 129, 495-505.
Şad, S. N., & Gurbuzturk, O. (2013). Primary school students’ parents’ level of involvement into their children’s education. Educational Sciences: Theory & Practice, 13, 1006-1011
Senler, B., & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. Spanish Journal of Psychology, 12(1), 106-117.
Sheldon, S.B. & Epstein, J.L. (2005). Involvement counts: Family and community partnership and mathematics achievement. The Journal of Educational Research, 98 (4), 196-206.
Simon, B.S. (2004). High school outreach and family involvement. Social Psychology of Education, 7, 185-209.
Tafa, E., & G. Manolitsis. (2003). Attitudes of Greek parents of typically developing kindergarten children towards inclusive education. European Journal of Special Needs Education,18, 155–71.
Tshabalala, T. (2011). Caring for disabled kids. The Real Magazine. 1 April, P. 34.
UNESCO. 1994. The Salamanca Statement and framework for action on special needs education. Paris: UNESCO.
Vaden-Kiernan, N., & McManus, J. (2005). Parent and family involvement in education: 2002–03 (NCES 2005-043). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved Fall 2006 from http://nces.ed.gov/pubs2005/2005043.pdf
Yan, W. & Lin, Q. (2005). Parent involvement and mathematics achievement: Contrast across racial and ethnic groups. The Journal of Educational Research, 99 (2), 116-127.
Zhan, M. (2006). Assets, parental expectations and involvement, and children’s educational performance.
June 2015All Articles