Abstract

Parental involvement plays a crucial role in the education of children with special education needs, yet many parents face significant barriers in their involvement in their children's education. In Malawi, there is limited research on barriers that parents of children with special education needs face especially in Early Childhood Education. This study examined these barriers in Early Childhood Development (ECD) centers within Blantyre city, Malawi, using Urie Bronfenbrenner’s Ecological Factors Theory to explore the complex interactions between parents, their immediate environments, and broader societal influence on parental involvement. A cross-sectional, mixed-methods approach was used, combining quantitative questionnaires and qualitative interviews. The findings revealed that barriers stem from personal beliefs, knowledge gaps, socio-economic challenges, and cultural norms. Despite believing in their children's academic potential, many parents felt inadequate in providing support at home. Parents with higher education levels exhibited greater confidence in their knowledge of special needs education. The study highlights the need for targeted interventions to address both individual and structural barriers. Enhanced communication between schools and parents, community support initiatives, and professional development for educators are critical strategies to improve parental engagement in SEN education. Addressing these barriers through a multi-layered approach is essential to foster greater parental involvement and ensure better educational outcomes for children with special education needs.

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School	: School of Education
Issued Date	: 2025

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