Social Inequalities as Determinantof Variations in Parental Expectation for Involvement in Education of Learners with Special Needs (SENs) in Nigeria

• Authors: Afolabi Olusegun Emmanuel

Title variants

PL

Nierówności społeczne jako wyznacznik różnych oczekiwań rodziców w zakresie zaangażowania w kształcenie uczniów ze specjalnymi potrzebami (SPE) w Nigerii

• Languages of publication: EN

Abstracts

EN

Although parent’s involvement is growing in popularity all over the world, little systematic research has focused on parents’ expectation for involvement in education of learners with special educational needs (SENs) in inclusive education. Grounded in the parental involvement literature, and using the Ecological and Hoover-Dempsey and Sandler model (1995) as theoretical and conceptual frameworks, this study investigate why there were considerable variations in parents’ expectations for involvement in education of learners with ( SENs) in Nigeria. The investigation is based on this research question: Do family structural characteristics, such as gender, marital status and education have significant influence on parental expectations for involvement in inclusive education in Nigeria? Employing a quantitative research method, this study gathered data from 372 parents of learners with SENs in 10 regular primary schools in Ibadan, Oyo State, Nigeria, and used a survey instrument on Parental Involvement in Inclusive Education (PII) for data collection. The study found that socio-cultural and economic values attached to marital status, education and gender, influenced the expectation for involvement among parents of learners with SENs in Nigeria. Finally the study recommended that government and educational administrators should embrace actions and programmes that promote parental expectations for involvement by establishing parents’ support groups, where parents of learners with SENs can share their knowledge and work together in order to promote their children’s learning in inclusive education.

PL

Mimo iż zaangażowanie rodziców w edukację swoich dzieci na całym świecie zyskuje coraz większą popularność, niewiele systematycznych badań koncentruje się na oczekiwaniach rodziców uczniów ze specjalnymi potrzebami edukacyjnymi (SPE) w zakresie zaangażowania w kształcenie w edukacji włączającej. Niniejsza praca, oparta na literaturze, z wykorzystaniem modelu ekologicznego oraz modelu Hoover-Dempsey i Sandlera (1995) jako ram teoretycznych i pojęciowych, ma na celu zbadanie przyczyn różnic w oczekiwaniach rodziców w zakresie ich zaangażowania w edukację uczniów z SPE w Nigerii. Pytanie badawcze brzmi: czy cechy strukturalne rodziny, takie jak: płeć, stan cywilny i wykształcenie rodziców mają znaczący wpływ na oczekiwania rodzicielskie w zakresie udziału w edukacji włączającej w Nigerii? Wykorzystując ilościową metodę badawczą w badaniu zebrano dane od rodziców 372 uczniów z SPE z 10 regularnych szkół podstawowych w Ibadan, Stan Oyo w Nigerii. Zastosowano instrument badający zakres zaangażowania rodziców w edukację włączającą (PII). Badania wykazały, że następujące czynniki społeczno-kulturowe i gospodarcze: stan cywilny, wykształcenie i płeć rodziców wpływają na oczekiwania co do ich zaangażowania w edukację uczniów z SPE w Nigerii. Wynika z nich także wskazówka dla rządu i resortu edukacji, aby wspierały działania i programy zachęcające rodziców do uczestniczenia w procesie nauczania dzieci poprzez tworzenie dla nich grup wsparcia, w których mogliby dzielić się swoją wiedzą i współpracować ze szkołą w edukacji włączającej swoich dzieci.

Keywords

EN

Parent involvement, Expectations, Socio-inequalities, family structural characteristics, Inclusive education

PL

zaangażowanie rodziców, oczekiwania, nierówności społeczne, cechy strukturalne rodziny, edukacja włączająca

• Publisher: Fundacja Pedagogium
• Journal: Resocjalizacja Polska
• Year: 2016
• Issue: 11/2016
• Pages: 197-218

Dates

published

2016-12-31

Contributors

author

Afolabi Olusegun Emmanuel

• Department of Educational Foundation, Faculty of Education, University of Botswana

References

• Afolabi O.E., 2014, Parents’ Involvement and Psycho-Educational Development of Learners with Special Educational Needs (SENs): An Empirical Review, „Romanian Journal of School Psychology”, 7(14).
• Afolabi O., Mukhopadhyay S., Nenty J., 2013, Implementation of Inclusive Education: do Parents Really Matter?, „Specijalna edukacija i rehabilitacja” (Beograd), t. 12, nr 3.
• Afolabi O.E., Mukhopadhyay S., Nenty J.H., 2015, Socio-Demographic Variables as a Predictor of Parents ‘Efficacy for Involvement in Inclusive Education: Experience from Nigeria, „Turkish Journal of Teacher Education”, 4(1).
• Ajuwon P.A., 2008, Inclusive Education for Students with Disabilities in Nigeria: Benefits, Challenges and Policy Implications, „International Journal of Special Education”, 23(3).
• Armstrong D., Kane G., O’Sullivan G., Kelly M., 2010, National Survey of Parental Attitudes to and Experiences of Local and National Special Education Services, United Kingdom: National Council for Special Education.
• Atkinson R., Flint J., 2001, Accessing hidden and hard-to-reach populations: Snowball Research Strategies, University of Surrey Social Research Update 33.
• Bandura A., Barbaranelli C., Caprara G.V., Pastorelli C., 1996, Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning, „Child Development”, 67.
• Boethel M., 2003, Diversity. School, Family & Community Connections. Annual Synthesis 2003, Austin, TX: National Center for Family & Community Connections with Schools/Southwest Educational DevelopmentLaboratory.
• Boer D.A., Pijli J.S., Minnaert A., 2010, Attitudes of Parents Towards Inclusive Education: A Review of the Literature, „European Journal of Special Needs Education”, 25(2).
• Bronfenbrenner U., Morris P.A., 1998, The ecology of developmental processes, [w:] Handbook of Child Psychology, (red.) Damon W., wyd. 5, Vol. 1, John Wiley & Sons, Nowy Jork.
• Bronfenbrenner U., 1979, The Ecology of Human Development: Experiments by Nature and Design, Harvard University Press, Cambridge.
• Carson R.L., Templin T.J., 2007, Emotion Regulation and Teacher Burnout: Who Says that Themanagement of Emotional Expression Doesn’t Matter? Paper presented at the American Education Research Association Annual Convention, Chicago.
• Cook B.G., Shepherd K.G., Cook S., Cook L., 2012, Facilitating the Effective Implementation of Evidence-Based Practices through Teacher-Parent Collaboration, „Teaching Exceptional Children”, 44(3).
• Council for Exceptional Children, 2001, Improving Family Involvement in Special Education, „Research Connections in Special Education”, 9(1).
• Davis-Kean P., Sexton H.R., 2009, Race Differences in Parental Influences on Child Achievement: Multiple Pathways to Success, „Journal of Developmental Psychology”, 55(3).
• Desimone L., 1999, Linking Parent Involvement with Student Achievement: Do Race and Income Matter?, „Journal of Educational Research”, 93.
• Dervarics C., O’Brien E., 2011, Back to School: How Parent Involvement Affects Student Achievement, The Center for Public Education.
• Ditrano C.J., Silverstein L.B., 2006, Listening to Parents’ Voices: Participatory Action Research in the Schools, „Professional Psychology: Research and Practice”, 37(4).
• Drummond K.V., Stipek D., 2004, Low-Income Parents’ Beliefs About Their Role in Children’s Academic Learning, „The Elementary School Journal”, 104(3).
• El Nokali N.E., Bachman H.J., Votruba-Drzal E., 2010, Within- and Between-Child Parent Involvement and Academic and Social Skills in Elementary School, „Child Development”, 81.
• Entwisle D.R., Alexander K.L., Olson L.S., 2005, First Grade and Educational Attainment by Age 22: A New Story, „American Journal of Sociology”, 110(5).
• Epstein J.L., 2009, School, Family, and Community Partnerships: Your Handbook for Action, wyd. 3, Corwin Press, USA.
• Epstein J., Dauber S., 1991, School Programs and Teacher Practices of Parent Involvement in Inner-city Elementary and Middle Schools, „Elementary School Journal”, 91.
• Ferguson D.L., Galindo R., 2008, Improving Family/School Linkages Through Inquiry and Action: Reports From Sixteen Schools in Two States, „The New Hampshire Journal of Education”, 11.
• Ferrara M.M., 2009, Broadening the Myopic Vision of Parental Involvement, „School Community Journal”, 19(2).
• Gershoff E., Aber J., Raver C., Lennon M., 2007, Income is not enough: incorporating material hardship into models of income association with parenting and child development, „Child Development”, 78(1).
• Gibson D.M., Jefferson R.N., 2006, The Effect of Perceived Parental Involvement and the use of Growth- Fostering Relationships on Self-Concept in Adolescents Participating in Gear up, „Adolescence”, 41(161).
• Griffin S., Shelvin M., 2011, Responding to Special Educational Needs: An Irish Perspective, Gill and MacMillan, Dublin.
• Grolnick W.S., Slowiaczek M.L., 1994, Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivational Model, „Child Development”, 65.
• Hill N.E., Tyson D.F., Bromell L., 2009, Parental Involvement During Middle School: Developmentally Appropriate Strategies Across Ethnicity and Socioeconomic Status, [w:] Families, Schools, and the Adolescent: Connecting Research, Policy, and Practice, (red.) Hill N.E., Chao R.K., Teachers College Press, New York.
• Hill N.E., Taylor L.C.P., 2004, Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues, „Current Directions in Psychological Science”, 13.
• Hoover-Dempsey K.V., Sandler H.M., 1995, Parental Involvement in Children’s education: Why does it Make a Difference?, „Teachers College Record”, 97.
• Hoover-Dempsey K.V., Sandler H.M., 1997, Why do Parents Become Involved in Their Children’s Educations?, „Review of Educational Research”, 67(1).
• Hoover-Dempsey K.V., Sandler H.M., 2005, The Ocial Context of Parental Involvement: A Path to Enhanced Achievement. Final Performance Report for the Office of Educational Research and Improvement (Grant No. R305T010673). Presented to Project Monitor, Institute of Education Sciences, U.S. Department of Education.
• Hoover-Dempsey K.V., Walker J.M.T., Sandler H.M., Whetsel D., Green C.L., Wilkins A.S., Closson K.E., 2005, Why do Parents Become Involved? Research Findings and Implications, „Elementary School Journal”, 106.
• Houtenville A.J., Conway K.S., 2008, Parental Effort, School Resources, and Student Achievement, „Journal of Human Resources”, 437–453.
• Jeynes W.H., 2007, The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis, „Urban Education”, 42–82.
• Jennings P.A., Greenberg M.T., 2009, The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Child and Classroom Outcomes, „Review of Educational Research”, 79.
• Kim Y., Sherraden M., 2011, Do Parental Assets Matter for Children’s Educational Attainment?: Evidence from Mediation Tests, „Children & Youth Services Review”, 33(6).
• Lareau A., 2000, Home Advantage: Social Class and Parental Intervention in Elementary Education, Rowman & Littlefield Publishers, Inc.
• Levy S., Kim A., Olive M.L., 2006, Interventions for Young Children with Autism: A Synthesis of the Literature, „Focus on Autism and Other Developmental Disabilities” 21(1).
• Leyser Y, Kirk R., 2011, Parents’ Perspective on Inclusion and Schooling of Students with Angelman Syndrome: Suggestions for Educators, „International Journal of Special Education”, 26(2).
• Lindsay G., Dockrell J.E., 2004, Whose Job is it?, „The Journal of Special Education”, 37.
• Olsen G., Fuller M.L., 2008, Home-School Relations: Working Successfully with Parents and Families, wyd. 3, Allyn & Bacon, Boston.
• Pena D.C., 2000, Parent Involvement: Influencing Factors and Implications, „Journal of Educational Research”, 94.
• Pinkus S., 2006, Applying a Family Systems Perspective for Understanding Parent Professional Relationships: A Study of Families Located in the Anglo-Jewish Community, „Support for Learning”, 21(3).
• Reynolds A.J., Walberg H.J., 1992, A Structural Model of Science Achievement and Attitude: An Extension to High School, „Journal of Educational Psychology”, 81.
• Rogers R., 2003, A Critical Discourse Analysis of the Special Education Referral Process: A Case Study, „Discourse Studies in the Cultural Politics of Education”, 24(2).
• Ryndak L.D., Storch F.J., Hoppey D., 2008, One Family’s Perspective of Their Experiences with School and District Personnel Over Time Related to Inclusive Educational Services for a Family Member with Significant Disabilities, „International Journal of Whole Schooling”, 4(2).
• Shumow L., Miller J., 2001, Father’s and Mother’s School Involvement During Early Adolescence, „The Journal of Early Adolescence”, 21.
• Sheldon S.B., Hutchins D.J., 2011, Summary 2010 update data from schools in NNPS, MD: Johns Hopkins University, Baltimore.
• U.S Department of Education, 2002, A New era: Revitalizing special education for children and their families, DC: Education Publication Center, Washington.
• Walker J.M.T., Wilkins A.S., Dallaire J.R., Sandler H.M., Hoover-Dempsey K.V., 2005, Parental Involvement: Model Revision Through Scale Development, „Elementary School Journal”, 106(2).
• Wagmiller R.L. et al., 2010, Does Children’s Academic Achievement Improve when Single Mothers Marry, „Sociology of Education”, 83(3).
• Welsch D.M., Zimmer D.M., 2008, After-School Supervision and Children’s Cognitive Achievement, „The B.E. Journal of Economic Analysis & Policy”, 8.
• Williams-Shanks T., Kim Y., Loke V., Destin M., 2010, Assets and Child Well-Being in Developed Countries, „Children and Youth Services Review”, 32.
• Blackorby J., Wagner M., Knokey A., Levine P., 2007, Relationships Between Family Economics and Support and Longitudinal Outcomes, [w:] What makes Adifference? Influences on Outcomes for Students with Disabilities: A Report from the Special Education Elementary Longitudinal Study (SEELS), (red.) Blackorby J., Knokey A., Wagner M., Levine P., Schiller E., Sumi C., http://www.seels.net/designdocs/SEELS_W1W3_FINAL.pdf [dostęp: 1.03.2008].
• Dahl G.B., Lochner L., 2005, The impact of family income on child achievement (Working paper 11279). Cambridge, MA: National Bureau of Economic Research, http://www.nber.org/papers/w11279 [dostęp: 23.08.2005].
• Grothaus R., 2010, The Role of Parent/Teacher Collaboration in Transforming Student Lives Through Learning, ProQuest LLC [dostęp: 30.06.2013].
• Shuttleworth M., 2008, Quantitative Research Design, https://explorable.com/quantitative-research-design [dostęp: 29.12.2015].
• Special Education Elementary Longitudinal Study, 2007, http://www.seels.net/grindex.html [dostęp: 1.03.2008].
• U.S. Department of Education, 2010, Twenty-Ninth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, http://www2.ed.gov/about/reports/annual/osep/2007/parts-bc/index.html#download

Identifiers

ISSN

2081-3767

DOI

10.22432/pjsr.2016.11.14