Authors : Salawu-Deen Masahudu

Volume/Issue : Volume 10 - 2025, Issue 8 - August

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DOI : https://doi.org/10.38124/ijisrt/25aug1460

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Abstract : Parental engagement has emerged as a pivotal factor in the success of inclusive education, particularly in contexts where schools face challenges in addressing the diverse needs of learners. In Ghana, while the Inclusive Education Policy (2015) advocates for community and parental involvement, limited research has explored how parental engagement influences the implementation of inclusive practices. This study investigated the role of parental engagement in fostering inclusive education within a public basic school in Ghana. Anchored in Epstein’s Overlapping Spheres of Influence Theory and Bronfenbrenner’s Ecological Systems Theory, a qualitative case study approach was adopted. Data were collected through semi-structured interviews with 15 parents, 5 teachers, and 2 school heads as well as focus group discussions with parents. Findings indicate that active parental involvement improves learning outcomes, strengthens teacher-parent collaboration, and enhances learner confidence. However, cultural perceptions of disability and lack of structured communication channels remain significant barriers. The study recommends strengthening home-school partnerships, community sensitisation, and policy-driven initiatives that position parents as key stakeholders in inclusive education.

Keywords : Parental Engagement, Inclusive Education, Ghana, Home-School Partnerships, Community Involvement.

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