The role of parents in promoting the education of children with disabilities in Makurdi LGA, Benue State
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- NGN 5000
Background of the Study
Parents play a central role in shaping the educational journeys of their children, particularly those with disabilities. In Makurdi LGA, Benue State, parental involvement is recognized as a cornerstone for promoting inclusive education and ensuring that children with disabilities receive the support necessary to thrive academically. Over the past few years, research has underscored that active parental engagement—from advocacy for better school facilities to involvement in individualized education planning—can dramatically enhance educational outcomes (Garba, 2023). In Makurdi, where cultural values emphasize strong family bonds, parents are often seen as the primary agents of change in their children’s education. They facilitate access to educational resources, collaborate with educators, and work to dispel negative societal perceptions about disability (Lawal, 2024).
Parental efforts in promoting education include not only direct involvement in academic activities but also advocacy for policy reforms and the mobilization of community resources. Recent initiatives have involved parents in support groups and community forums that address the challenges faced by children with disabilities. These platforms provide a space for sharing best practices, accessing training, and developing collective strategies to improve educational outcomes (Fadare, 2025). Furthermore, the dynamic between parents and educators in Makurdi has evolved, with schools increasingly recognizing the value of parent-teacher partnerships in fostering a supportive learning environment. Despite these positive developments, many parents still encounter obstacles such as financial limitations, inadequate information about available services, and resistance from educational institutions reluctant to adopt inclusive practices. This study aims to critically examine the multifaceted role of parents in promoting the education of children with disabilities, assessing both the benefits and challenges of parental involvement. The research will explore how parental advocacy, resource mobilization, and direct engagement in academic support can influence the educational trajectories of children with disabilities, thereby contributing to a more inclusive and equitable education system (Lawal, 2024; Fadare, 2025).
Statement of the Problem
Although parental involvement is widely acknowledged as essential for the education of children with disabilities, significant barriers persist in Makurdi LGA. Many parents face challenges such as limited financial resources, a lack of access to critical information about educational rights and support services, and resistance from some educational institutions that are slow to embrace inclusive practices (Garba, 2023). These challenges result in missed opportunities for children with disabilities to receive the full benefit of a supportive educational environment. In addition, social stigma and misconceptions about disability further hinder effective parental engagement, leaving many parents feeling isolated and powerless. The absence of structured programs that facilitate parent-school collaboration further exacerbates these issues, leading to inconsistent and often suboptimal educational outcomes for children with disabilities (Lawal, 2024). This study intends to explore these challenges in depth, examining the extent to which parental involvement is hindered by systemic, social, and economic factors. It will assess the current level of parental participation in school activities and decision-making processes, and determine how these dynamics affect the academic progress of children with disabilities. By identifying the key obstacles and potential areas for improvement, the research aims to develop recommendations that will empower parents, enhance their collaboration with educators, and ultimately improve the educational prospects of children with disabilities in Makurdi LGA (Fadare, 2025).
Objectives of the Study
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To assess the role of parental involvement in promoting the education of children with disabilities in Makurdi LGA.
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To identify the barriers that limit effective parental engagement.
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To propose strategies to enhance parent-school partnerships in the context of special education.
Research Questions
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What is the impact of parental involvement on the educational outcomes of children with disabilities?
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What barriers hinder effective parental engagement in Makurdi LGA?
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How can parent-school collaborations be improved to better support the education of children with disabilities?
Research Hypotheses
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Active parental involvement significantly improves educational outcomes for children with disabilities.
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Socio-economic and informational barriers are primary obstacles to effective parental engagement.
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Structured parent-school partnership programs enhance the educational experiences of children with disabilities.
Significance of the Study
This study is significant in that it highlights the critical role of parents in promoting the education of children with disabilities in Makurdi LGA. By examining the challenges and benefits of parental involvement, the research will provide insights into strategies that can empower parents and improve educational practices. The findings are expected to inform policymakers, educators, and community leaders about the importance of fostering robust parent-school partnerships to achieve inclusive education (Fadare, 2025).
Scope and Limitations of the Study
The study is limited to investigating the role of parents in promoting the education of children with disabilities in Makurdi LGA. It does not extend to other regions or other stakeholders. Variations in parental socio-economic backgrounds may limit the generalizability of the findings.
Definitions of Terms
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Parental Involvement: The active participation of parents in their children’s educational processes, including advocacy and home support.
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Inclusive Education: An educational approach that accommodates all learners, regardless of their physical, intellectual, or emotional differences.
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Advocacy: Efforts by parents and community members to influence educational policy and practice in favor of improved services for children with disabilities.
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