PARENTAL INVOLVEMENT IN TRAINING ON THE TRANSITIONING OF LEARNERS WITH INTELLECTUAL DISABILITY FROM SCHOOL TO EMPLOYMENT IN NAIROBI CITY COUNTY, KENYA

Ondara Dorcah Kerubo, Margaret Makanya

Abstract


This study sought to investigate parental involvement and transitioning of learners with intellectual disabilities from school to employment in Nairobi City County, Kenya. The study utilized a descriptive survey research design. The study targeted 5 SNE centers, 65 SNE teachers, 5 head teachers and 900 parents with learners with ID. Purposive sampling was used to obtain the 5 SNE centers, 65 SNE teachers and 5 head teachers who were used for the study, while stratified sampling techniques were used to obtain 90 parents to participate in the study. Questionnaires for SNE teachers, interview schedules for head teachers, and focus group discussions for parents were administered for primary data collection. The validity and reliability of the instruments was ascertained through pilot testing. Data collected was subjected to Statistical Packages for Social Sciences (SPSS) version 27 for analysis and presented using frequency tables, percentages and figures. The study findings revealed concerning gaps and challenges. Teachers expressed mixed perceptions regarding parental understanding of ID needs (11.3% strongly disagreeing, 16.1% disagreeing, 27.4% unsure, 33.9% agreeing, 11.3% strongly agreeing). Similarly, there were discrepancies in perceptions of parental involvement in training programs (11.3% strongly disagreeing) and satisfaction with communication about transition (22.6% strongly disagreeing). The study concluded that parental involvement is critical in supporting the successful transition of learners with ID from school to employment. The dissatisfaction expressed by teachers regarding the overall collaboration and transition planning process indicates a clear need for schools to enhance communication strategies, establish structured engagement opportunities, and provide more support for parental involvement. The study recommended that school administrators should promote inclusive policies that mandate schools to engage parents as equal partners in the identification and planning processes for learners with ID. Provide resources and training for educators to facilitate effective collaboration with parents, ensuring that transition plans are tailored to meet each child's unique needs. The Ministry of Education, through quality assurance, should conduct training sessions for educators focused on effective communication strategies with parents of learners with ID. These sessions should emphasize the importance of clear, accessible, and culturally sensitive communication.

 

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Keywords


employment, intellectual disability, learners with intellectual disability, parental involvement, transition

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References


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DOI: http://dx.doi.org/10.46827/ejse.v10i7.5636

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