INFLUENCE OF PARENTAL INVOLVEMENT ON IMPLEMENTATION OF SPECIAL NEEDS CURRICULUM IN PUBLIC PRIMARYSCHOOLS IN ARUSHA REGION, TANZANIA
Abstract
Purpose of the study: The purpose of the study was to assess the influence of parental involvement on implementation of special needs curriculum in public primary schools in Arusha Region, Tanzania. The objectives included to assess the status of implementation of special needs curriculum in public primary schools and establish the influence of parental involvement on implementation of special needs curriculum in public primary schools in Arusha region.
Research methodology: A mixed research methodology was used and concurrent triangulation research design. Target population was 146 respondents which comprised 34 head teachers, 108 special needs teachers and 4 education officers from which a sample of 108 respondents was determined using Yamane’s Formula. Stratified, purposive and simple sampling techniques were used. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented using tables.
Findings: The study established that implementation of special needs curriculum has been low characterized with the fact that most of the special needs teachers do not cover syllabus in time. This has occasioned low academic performance among learners with special needs in public primary schools. This is attributed to infrequent involvement of parents in key decisions pertaining to the process of implementation of special needs curriculum.
Recommendations: The study recommends that school managers should involve parents in all critical decision-making committees to enable them own the key policy decisions made by the school concerning the process of implementation of special needs curriculum. In conclusion, educational institutions should prioritize and encourage parental involvement as a crucial strategy for the successful implementation of special needs curriculum in public primary schools.
Keywords: Parental involvement, public primary schools, special needs curriculum
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