International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 215

Full Length Research Paper

Parents’ involvement in inclusive education: An empirical test for the psycho-educational development of learners with special educational needs (SENs)

Olusegun Emmanuel Afolabi
  • Olusegun Emmanuel Afolabi
  • Department of Educational Foundation, Faculty of Education, University of Botswana, Botswana
  • Google Scholar


  •  Received: 17 April 2014
  •  Accepted: 21 October 2014
  •  Published: 31 December 2014

Abstract

There is mounting evidence that involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate the parental involvement concept and potential in a concrete context, this paper explains 1) the empirical literature that explains the interaction between parental involvement, inclusive education and learners’ educational achievement, 2) synthesizes findings that relate parental involvement paradigms with psycho-educational development of children, 3) uses both developmental ecological perspectives and  the Hoover-Dempsey and Sandler model (1995) to analyze and explain the interaction amongst  parents’ involvement, school ecology and students’ academic success. Finally, findings revealed a strong and meaningful relationship between parental involvement and academic achievement and that parents’ beliefs, expectations and experiences are important ingredients that support better learning outcomes for children.

Key words: Parental involvement, learners with special educational needs, inclusive education, academic achievement, learning outcomes.