Browsing by Author "ESEZA NAMAZI"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    ATTITUDES AND BELIEFS OF PARENTS HAVING CHILDREN WITH SPECIAL NEEDS TOWARDS INCLUSIVE EDUCATION AT EKISA MINISTRIES AND CHILDREN’S HOME, JINJA DISTRICT
    (uganda christian university, 2024-09-05) ESEZA NAMAZI
    The research report was undertaken to investigate the attitudes and beliefs of parents having special needs children towards inclusive education at Ekisa ministries and children’s home, Jinja district. The study was held by three objectives; hr first one was to examine the effect of socioeconomic status on parents' willingness to advocate for inclusive education at Ekisa ministries and children’s home; to analyze the effect of cultural beliefs on parents' engagement in school activities related to inclusive education at Ekisa ministries and children’s home, to determine the relationship between a parent's employment status and their stress levels related to their child's education at Ekisa ministries and children’s home. The researcher utilized 63 participants for the study, gathering data through questionnaires and interview guide to collect data. later the data was analyzed using the statistical package for social sciences (SPSS). Results of the first objective showed that socioeconomic status has a significant parents' willingness to advocate for inclusive education at Ekisa ministries and children’s home. Supported by the following responses; 54% of the respondents were positive to the statement that low Socio-economic status families often face financial and logistical constraints, which can hinder their involvement in educational decision-making processes and limit their access to information and resources. Results of the second objective revealed that cultural beliefs have a significant effect on parents' engagement in school activities related to inclusive education at Ekisa ministries and children’s home. Supported by the following responses; 62% forming the majority of respondents were positive to the statement that parents rely heavily on teacher expertise and hold the belief that their role is to support and reinforce teachers' efforts, rather than directly advocating for their children, 51% had a positive response to the statement that parents from individualistic cultures tend to be more active in school-based activities, including those related to inclusive education. Results of the third objective showed that there is a positive relationship between a parent's employment status and their stress levels related to their child's education of Ekisa ministries and children’s home. 57% were positive to the statement that parental job loss or long working hours can disrupt routines and create instability. There is need to enhance parents' knowledge and understanding of inclusive education can empower them to become more effective advocates. vii Providing education and training opportunities specifically focused on inclusive education can help bridge the knowledge gap and empower parents to advocate for their children.