ATTITUDES AND BELIEFS OF PARENTS HAVING CHILDREN WITH SPECIAL NEEDS TOWARDS INCLUSIVE EDUCATION AT EKISA MINISTRIES AND CHILDREN’S HOME, JINJA DISTRICT
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Date
2024-09-05
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uganda christian university
Abstract
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.