Factors hindering involvement of parents in individual educational plan process of children with intellectual disabilities and ways to alleviate them. Case study of pallotti children’s hope centre in Gisagara district

Abstract

This research aims at finding out the factors hindering involvement of parents in Individual Educational Plan (IEP) process of children with intellectual disabilities, identifying some possible challenges faced by parents and the causes of their disengagement in education of their children with Intellectual Disabilities. Here, the study proposed the strategies to addressing those challenges and explained the contribution of “Pallotti Children’s Hope Centre” in Special Need Education (SNE) of children with Intellectual Disabilities (IDs). The study was conducted in Pallotti Children’s Hope Centre (PCHC) in Gisagara District. (PCHC) takes care of children with intellectual disabilities (mild and moderate) and empowers them to live independently in the society. The study involved 78 participants; 60 parents whose children in PCHC, 14 teachers and 4 staff members; it uses questionnaire and interview as instruments of data collection and data were analyzed using tables and figures. The findings revealed that the factors hindering involvement of parents in Individual Educational Plan (IEP) process of children with intellectual disabilities are ignorance of IEP Process and its importance and thinking that IEP Process is an affair of only teachers. Other factors revealed in this research are: lack of concern and expertise of intellectual impairment and negative societal perceptions of impairment, Lack of communication and collaboration between School leadership and parents, misunderstanding of Community Based Rehabilitation support and illiteracy. In order to alleviate the mentioned challenges; Pallotti Children’s Hope Centre administrations are recommended to invite parents to participate in IEP meetings and to engage them in decisions making. Teachers of Pallotti Children’s Hope Centre are recommended to improve communication among parents, children and teachers. Parents of Children with Intellectual Disabilities are recommended to participate in academic and paraacademic activities of their children. The Ministry of Local Governance is recommended to facilitate the social and academic progress of children with IDs and to develop the culture of social acceptance of children with IDs in the society and to train the population at local level of administration about intellectual disabilities.