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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3908

Title: Status of Parents involvement in schools and the need for empowering them The Case of Three Specials Day Schools for the Hearing Impaired
Authors: MERGA, LlGDI
Advisors: Dr. Yusuf Omer
Copyright: Jun-2001
Date Added: 23-Nov-2012
Abstract: It was intended to investigate the status of parents' involvement in three schools for the hearing impaired and the need for parental empowerment. Data sources were parents, teachers and principals. The basic /research/ questions investigate issues surrounding the part parents of hearing impaired children (PHIC) play in schools, the endeavor of the school (teachers and principals) to build the capacity of parents for involvement and the channels in operation for parent-school communication. The instruments used were sets of interview guides, focus-group discussion and a check list. The data gathered were analyzed qualitatively in the main, except for the use of numbers and percentage in a part of it. The finding was that: 1) the effort of staff to raise parental participation in schools is insignificant. 2) parental interaction with school (by way of commenting, suggesting etc) on issues of their children was found to be low. 3) the channels connecting the school with parents are loose. Generally, only staff, are involved in the education of CWHI in school. The implication is that the administration should conduct awareness creation/raising programs for parents on their role in the education of the children with hearing impairment. The staff, moreover, has to empower parents to involve in meetings, conferences, seminars to suggest, or comment, etc about the education of their hearing impaired children. To this end, of course, teachers and administration should devise feasible parent-school/teacher communication channels. Moreover, the staff needs to help parents foster the experience and courage of classroom visit. Above all, it is highly invaluable that parents are empowered toward exercising their rights The Ministry of Education should technically collaborate with the organizations financing the schools, especially in staff professional up-grading which seems to tolerate no more delay.
URI: http://hdl.handle.net/123456789/3908
Appears in:Thesis - Special Needs Education

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