Abstract

This research explored the perceptions of parents and teachers on parental involvement in the development and implementation of Individualised Education Plan (IEP) for learners with Special Educational Needs (SEN). Existing studies have predominantly focused on either parents' perspectives or teachers' perspectives separately, providing a fragmented understanding of the issue. Hence, this research examines the perceptions of both parents and teachers on parental involvement in the IEP process for learners with SEN. The IEP processes require team work which should involve parents, teachers and other relevant stakeholders for effective development and implementation. A qualitative phenomenological approach with convenience and purposive sampling techniques were employed. The sample size was 4 head teachers, 3 specialist teachers, 20 regular class teachers and 18 parents of learners with special needs. The study made a thematic analysis of data generated through semi structured interview, focus group discussion and document analysis. The findings verified that teachers and parents of learners with disability have a vital role to play in the development and implementation of IEP. In addition, the study revealed that enhanced student performance, improved parent-teacher relationship, source of child profile information and proper coordination of tasks are some of the benefits of parental involvement in IEP processes. The findings also disclosed that attitudinal beliefs, time factor, communication challenges and lack of capacity by parents of learners with disabilities to support activities which need finances impede parental involvement in the IEP processes. One implication is that some parents shall lack interest to participate in the development and implementation of IEP. This also retards initiatives to incorporate parents in the development and implementation of IEP. Another implication is that parents will lack interest to support learners with SEN that will compromise the achievement of the IEP set objectives. The study suggested that introduction of committees of parents for learners with SEN, good communication, provision of civic education, conducting meetings, and building the capacity of parents can promote involvement in IEP processes.

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School	: School of Education
Issued Date	: 2024

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