Community and parental involvement in the education of learners with disabilities in a Rwandan community

Abstract

Communities and parents play pivotal roles in shaping educational settings and preparing students for the complexities of the modern world. Their involvement in education is crucial for enhancing educational outcomes and fostering the social development of learners with disabilities. This study examines the roles of community and parental involvement in educating learners with disabilities in the Mbuga community, Rwanda. A phenomenological approach was adopted, utilizing semi-structured, in-depth interviews and focus group discussions. The collected data was transcribed and analyzed thematically. A sample of 10 students with disabilities, 10 parents, 10 community members, and teachers was drawn through convenience sampling from the Mbuga community in Rwanda. Epstein’s parental involvement model guided this study with its dimensions. Effective community and parental involvement encompasses various dimensions, including academic achievement, participation in school activities, and advocacy for educational equity. The study findings revealed that the community and parents play a critical role in encouraging and supporting learners with disabilities, helping them improve their performance and reach their full potential. Through collaborative efforts among parents, communities, and educational institutions, a holistic approach to addressing the diverse needs of learners with disabilities is promoted. Parental involvement cultivates a supportive home environment conducive to learning that enhances academic performance and social-emotional development. The study recommends consistent, two-way communication between school authorities and parents to improve learning outcomes.