An appraisal of parent-teacher collaboration in special education programs in Jalingo LGA, Taraba State
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- NGN 5000
Background of the study :
Parent-teacher collaboration is a critical component in the successful implementation of special education programs, particularly in Jalingo LGA, Taraba State. Over recent years, educational reforms have increasingly recognized the importance of a synergistic relationship between parents and teachers in fostering an inclusive and supportive learning environment for students with special needs (Uche, 2023). In Jalingo LGA, special education programs have undergone significant transformation, shifting from historically limited parental involvement to models that actively engage families in decision-making processes. Contemporary approaches now advocate for sustained parental participation, recognizing that parents offer invaluable insights into their children's needs and potential (Dada, 2024).
This paradigm shift has been bolstered by policy reforms and community outreach initiatives such as workshops, training sessions, and regular parent-teacher meetings designed to strengthen partnerships and ensure that both parties collaborate effectively to address the unique challenges faced by students with disabilities. The evolving educational landscape in Jalingo LGA underscores the importance of communication and mutual support in designing and implementing effective special education programs (Okoro, 2023).
Despite these advancements, challenges persist. Miscommunication, divergent expectations, and cultural barriers can impede collaboration, often leading to fragmented efforts that fail to fully support the student’s educational journey. Additionally, the lack of standardized protocols for parent-teacher engagement results in inconsistent practices across schools. Recent studies indicate that although policy frameworks provide a foundation for collaboration, the actual dynamics of these relationships are complex and influenced by socio-economic factors and individual perceptions (Eze, 2025). This study seeks to provide a critical appraisal of parent-teacher collaboration in Jalingo LGA by examining current practices, identifying obstacles, and proposing strategies to enhance partnerships in special education settings.
Statement of the problem :
Despite policy initiatives aimed at promoting parent-teacher collaboration in special education programs in Jalingo LGA, significant challenges continue to hinder effective engagement. A primary issue is the lack of consistent communication channels between parents and teachers, resulting in misunderstandings and misaligned expectations (Uche, 2023). Cultural norms and socio-economic disparities further limit parental involvement, leaving many parents feeling marginalized in the educational process (Dada, 2024). This disconnect adversely affects the quality of support provided to students with special needs and undermines the overall effectiveness of special education programs.
The absence of structured frameworks for collaboration often leads to ad-hoc interactions that fail to address the comprehensive needs of the students (Okoro, 2023). Many teachers cite time constraints and varying levels of parental literacy as obstacles to sustained engagement, contributing to inconsistent application of intervention strategies and a lack of follow-through on educational plans (Eze, 2025). Consequently, students may not receive the full benefit of collaborative efforts, resulting in suboptimal academic and social outcomes.
These challenges necessitate a thorough investigation into the factors impeding effective parent-teacher collaboration. By identifying and addressing these barriers, the study aims to develop practical recommendations that enhance communication, build trust, and ultimately improve the delivery of special education services in Jalingo LGA.
Objectives of the study:
1. To evaluate the current state of parent-teacher collaboration in special education programs in Jalingo LGA.
2. To identify the challenges hindering effective collaboration between parents and teachers.
3. To propose strategies to improve partnership and communication in special education settings.
Research questions:
1. What is the current level of parent-teacher collaboration in special education programs in Jalingo LGA?
2. What are the main barriers to effective communication between parents and teachers?
3. How can collaborative practices be enhanced to better support students with special needs?
Research Hypotheses:
1. There is a significant relationship between effective parent-teacher communication and the success of special education programs.
2. Socio-economic and cultural factors significantly influence the level of parental involvement.
3. Implementing structured collaboration frameworks improves overall program outcomes.
Significance of the study :
This study is significant as it offers an in-depth evaluation of parent-teacher collaboration in Jalingo LGA, providing insights that can improve special education outcomes. By identifying key challenges and proposing actionable strategies, the research will assist policymakers, educators, and parents in creating a cohesive support system for students with special needs. The findings are expected to enhance communication, build trust, and foster a more inclusive educational environment (Uche, 2023; Eze, 2025).
Scope and limitations of the study:
This study is limited to examining parent-teacher collaboration in special education programs in Jalingo LGA, Taraba State. It focuses on the dynamics of communication, the challenges faced by both parties, and potential strategies for improvement.
Definitions of terms:
1. Parent-Teacher Collaboration: The cooperative partnership between parents and educators aimed at supporting student learning.
2. Special Education Programs: Educational programs designed to meet the unique needs of students with disabilities.
3. Communication Frameworks: Structured systems that facilitate effective interaction and information exchange between stakeholders.
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