PARENTAL INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN WITH (SPECIAL NEEDS) IN SOME SPECIAL EDUCATION SCHOOLS IN KANO STATE, NIGERIA

ABSTRACT This study investigates parental involvement in the education of children with disabilities in special education schools in Kano State, Nigeria, focusing on socio-economic, cultural, and institutional factors that influence engagement. Adopting a descriptive survey design, the research collected data from 28 parents and guardians at Rainbow School Hotoro G.R.A through structured questionnaires, analyzed using SPSS. Grounded in Jerome Bruner’s Constructivism and Discovery Learning Theory, the study emphasizes the role of active parental participation in fostering inclusive educational experiences for children with special needs. Key findings reveal significant barriers to parental involvement: socio-economic challenges such as high school fees (28.57%), transportation costs (21.43%), and work commitments (35.71%) limit engagement. Cultural beliefs stigmatizing disabilities (28.57%) and societal discrimination, including bullying (32.14%), further deter participation. Institutional shortcomings, such as poor school-parent communication (10.71%) and language barriers (21.43%), exacerbate these challenges. However, 42.86% of respondents noted community support, particularly from religious leaders advocating for inclusive education. Recommendations include financial subsidies for school expenses, flexible work policies, and parent education workshops (35.71% priority). Schools are urged to adopt multilingual communication tools (e.g., SMS/WhatsApp updates favored by 42.86%) and improve infrastructure accessibility. Government interventions, such as teacher training in inclusive practices (35.71%) and anti-discrimination law enforcement, are deemed critical. The study underscores the need for collaborative efforts among families, schools, and policymakers to enhance parental involvement, ultimately fostering equitable educational outcomes for children with disabilities in Kano State.