ISSN: 2347-7474
International Journal Advances in Social Science and Humanities
Available online at: www.ijassh.com
RESEARCH ARTICLE
Parental Role in the Learning Process of Children with Hearing
Impairment
Wanjiru Nelliahs W
1, Mutisya Sabina K
2*, Aloka Peter JO
31, 2 Catholic University of Eastern Africa, Kenya.
3Jaramogi Oginga Odinga University of Science and Technology, Kenya.
*Corresponding Author: Email: [email protected]
Abstract
This paper examines ways of advancing Special Needs Education in Kenya to equate the world‟s educational standards. Specifically, the paper focuses on the role of parents in the learning process of children with hearing impairment. The future of every nation lies in today‟s child. Specialists emphasize that children with hearing impairment, just like their hearing counterparts, if well supported early in life, can perform in all aspects of life including academic, social, political and economic spheres. They too can become self-independent. Most parents have neglected their children up bringing roles leaving it all to house maids and teachers. The role that parents play in the education of their children has potential to strengthen the support provided by school and improves the education outcomes of a child with learning needs. Quantitative and qualitative data was collected through closed-ended questionnaires and interview guides respectively. The findings indicated that only 29% of the children had a one to one interaction with their parents in a period of three months. Majority of parents expressed communication as the main problem due to language barrier. This paper recommends that parents of children with hearing impairment be trained in Kenya Sign Language, awareness of special education needs and assessments, for early identification and placement of such children.
Keywords: Assessment,Disabilities, Hearing Impairment (H.I), Identification, Intervention, Placement.
Introduction
Learning is a complex process that starts way before a child is admitted to join a learning institution [1]. It starts at birth and continues throughout life where parents are the first and continuous teachers of the child. Children learn by building new understanding on what they already have, [2].Parents therefore have a role to play in the learning process of a child since they are within the first circle of a child‟s life and their attachment with the child is lifetime. Responsive parenting has the potential to promote a child‟s developmental trajectories especially those with special needs in contrast to unresponsive parenting that jeopardizes his development, [3]. The Holy Scripture says “train a child in the right way and he will not depart from it when he is old” (Proverb 22:6 NIV). Parental role in the learning process of a child is unlimited, deep rooted and broad. The confidence of every parent lies in the child he has raised. This paper identifies parental roles in the learning process of children with special needs specifically those with hearing impairment.
severely crippled. It is hoped that this course would provide great insight in the participation of parents in the learning process hence build up an inclusive society.
Many elders complain that the youth today are morally delinquent [7]. Kibiego associates the learning failure in areas of responsibility, respect, manners and study behaviours to the whole African society. But the question is who exactly has failed; our children, the family (parents) or the education system? This calls for attention to the stakeholders in the learning process to take stock, examine their input and bring change to the deteriorating situation of our future leaders; the children.
All children have a right to good educational services (EFA, 2000) giving parents and children with special needs the option to “shop‟‟ for education in public school programs or residential school placement. Persons with disabilities include those with hearing impairment. Kenya has an estimated 800,000 persons who are hearing impaired with varying degrees of hearing loss (KNAD, 2011). This is a large number if drained to waste. Kenya‟s Children Act 2001 stipulates the role of parents and the government in moulding the child, its deficiency affects the learner, the education system and the future of a nation. This paper therefore examines the role of a parent in the learning process of persons with special needs in the area of hearing impaired.
A person is considered deaf if his /her hearing loss exceeds 90 decibels (dB). Such people with hearing loss require educational programmes which comprise of four approaches of teaching communication namely auditory, oral, manual and total communication. No single method or collection of methods can meet the individual needs of all persons with hearing impairment but several of them are incorporated. Sign language interpreters are sometimes used to bridge the gap in communication.
Guiding Questions
The following research questions guided this study.
To what extent are parents aware of their roles in the learning process of children with special needs? What are the roles of parent in the learning process of children with hearing impairment?
In which ways are these parental roles beneficial to the child and the entire learning system?
What are the challenges facing parents in their obligations in the learning process of children with hearing impairment.
Literature Review
Reviewed literature shows that parental role in the learning process of children is paramount in promoting the general performance of the child. However, most parents need education on how to assist their children who have special needs in education. Many parents are ignorant of their roles and do not understand that how they rear their child greatly influences his learning and development [8]. Parents need to be trained on advanced levels of involvement such as the use of new technology and assessment in early childhood for making children‟s early learning feasible [9,6]. Parents should be aware that no two persons are exactly the same even identical twins. This paper advises parents to take each child individually and help build on his strengths.
Parent-child relationship is an antecedent of learning outcomes [10] and parents must create time to interact with their children to build them solve life‟s challenges. Parental involvement can be enhanced through communicating with the child and the relevant professionals. This article therefore determines to increase parents‟ knowledge of involvement in the learning process.
Parents can work with their children who have special needs to reach their full potential and become competent and independent adults with satisfactory lives [11]. Parents should foster success attributes like self-awareness, pro-activity, goal setting, and emotional coping strategies through communication. Appropriate play materials stimulates a child‟s mind and makes learning easier. Page [12] points out that, parents should provide play things that match the level of development of the child. This paper cultivates learning behaviours developed by learners through consistent parental engagement.
the working staff. Schools that experience consistent parental involvement have quality programmes of learning and parents contribute great ideas and resources that help in the child‟s learning development. Parent‟s roles are not peripheral and narrow ones like chaperoning trips but in core business including encouraging children to speak themselves out, or teaching practical skills such as woodwork and home economics that help children that are not academically oriented [14]. In addition to paying school levies, parents need to encourage, motivate and affectionate with H.I learners. David [15] realized that most parents are not aware of how to build child‟s confidence, self-esteem and efficacy for a hopeful future. By engaging the child with a variety of skill training parents may discover the child‟s potential and build on it.
Parent‟s right in child education determines eligibility of proper educational services (EFA, 2000). Reschly [16] reveals that parent need to examine social and behavioural skills, communication, cognitive abilities and physical or sensory skills. Early identification and intervention of a child often leads to better school adjustment and performance Jones, et al. [17]. Children with hearing impairment require signs for communication and parents need be trained to facilitate communication.
According to Reynolds [18] families help develop child„s basic knowledge in number work, cooking, taking care of animals, exploring nature and other dominating characteristics without over scheduling him. Children with H.I have a higher magnitude of memory loss and parent must keep reminding the child about things learnt at home and in school. Parents should spare time in their busy schedules to share with their children about life [10]. Ignoring a child makes him become irresponsible, stressed and loses interest in life. Parents need to create a learning environment at home and an equal relationship among all family members to minimise elements of stress.
Every parent who minds the future of their child keeps watch on their activities and peer company [19]. They control leisure time and help child use it effectively. The child then shows creativity and critical thinking when taking self-driven activities. This coins up with Ikramullah, Manlove, Cui, Moore [20] who stated that parents prevent risky teen behaviours by monitoring their adolescent‟s activities and being aware of where and with whom their adolescents are when they are not at home or in school. This prevents distorted learning.
Good parents model desired behaviour of their child, create interest in education, programme activities, facilitate physical fitness, make educational trips to public library, museums, zoos or historic scenes, tutor learner on one to one, teach skills of independence, among other provisions for a holistic child growth, [1]. Parents should therefore have a balance in love and strictness to the child while training.
Parental role in the learning process is to inspire children with H.I.to follow their passion and visions to the end. This gives the child identity and a sense of belonging making him responsible, competent and organised in his activities. Varapon found out that parental involvement in the learning process promote the child‟s learning behaviour making them less monitored while taking their responsibilities. Parents should learn to appreciate the efforts of the child who is H.I. and correct him affectionately.
Consistent parental engagement makes the child achieve more regardless of their parent‟s educational level, racial background, social economic status or magnitude of hearing loss. This reduces placement in special schools and remedial classes. Nermeen stated that children of highly involved parents portray attractive social functioning and have fewer behaviour problems. This declines the likelihood of engaging in immorality such as drugs abuse and early sexual indulgence. In other words more jails are changed into schools. Parents feel more useful and understand their child better when they play their role properly Mapp [21]. They become more aware of how the school functions which increases positive reinforcement. This perception increases awareness of policies and rights affecting their children and advocate for their implementation confidently. National security and economy are boosted, living standards improved and national governance is carried out with ease.
Effective learning process of a child is highly influenced by supporting inputs which include educators, parents and the community [22] It is also determined by financial support and the child‟s characteristics as illustrated in fig 1.
Figure 1: Pillars in a child’s learning process Source: researcher, 2014
Though parental role in the learning process has great impact on the whole learning system various challenges inhibit its implementation. Oywa [24] noted that families and friends of children with hearing loss need to be taught sign language to facilitate communication. Lott, [25] adds that this reduces negative attitudes and gaps between persons with disabilities, the hearing and the non-hearing. Rejection, discrimination and stigmatization extend in the family members of the person with hearing loss which may challenge the entire family and the learning process of the child. Sandler, 2008, identified poverty, substance abuse and domestic violence, lack of confidence or knowledge about how to support the child with disabilities as challenges in the learning process.
Bouaka and Persson [26] state that the greatest challenge to parents are their own views and mistrust concerning the school system and it is an obstacle to their involvement. Sandler, Green, Walker, and Hoover-Dempsey [27] put it that, the educational level of the parent, beliefs and attitude influences decisions on how to engage in the learning process of their child. Parents therefore lack motivation in assisting their child who has special needs.
Unawareness of curriculum taught limits parent‟s involvement. Inappropriate parenting styles negatively affect children‟s learning process. It is heartbreaking for children with hearing impairment to lack paternal or maternal figure model in the family who can mentor them. This negatively adds to the psychological torture of the child hence affecting his/her learning. Lack of knowledge about causes of hearing loss and inadequate provision of spiritual guidance retards the spiritual growth and development of children with H.I. Parents should be friendly while addressing children‟s problems for them to build confidence and trust. This article increases knowledge about special needs in education especially for the hearing impaired.
Methods
Participants and Procedures
This study used a mixed paradigm case study design to focus particularly on Deaf community in a school. The total target population comprised of 562 people (N=562); the head teacher and the deputy head teacher, 250 parents, 30 teachers and 280 learners. The current study therefore adopted a sample size of 33.3% of the total population for study. The study used probability and non-probability sampling techniques. Purposive sampling was used to select the head teacher and the deputy head teacher. Simple random sampling was engaged to select a sample size of 15 teachers, 80 parents and 90 learners giving a sample total of 187 participants (n=187). The parents were categorized as follows; 28 hearing parents with deaf children, 26 deaf parents with deaf children, and 26 deaf parents with hearing children (n=80). The sample for learners comprised of both hard of hearing and the profound deaf.
Data Collection Instruments
The study employed questionnaires and interview guides for the collection of data. Questionnaires were used to collect data from the teachers, learners and parents. The questionnaires consisted of both open-ended and close-open-ended questions. Interview guides were used to collect data from the two administrators, parents and learners.
Validity and Reliability of Questionnaires
The researcher sought the opinion of experts including scrutiny and judgment of peers and the supervisors at Catholic University of Eastern Africa Nairobi, in modifying the content validity of the questionnaires. Reliability was determined by the use of internal consistency. A reliability correlation co-efficient of 0.6 was considered appropriate.. The study reported a reliability correlation co-co-efficient of 0.6 which indicated that, the items were reliable.
Parent
Finance Community
Trustworthiness of Data from Interviews
The current study findings ensured credibility through prolonged engagement of the researcher and persistent observations during data collection activities. The researcher ensured transferability by giving well detailed description of the study findings of the context. The study established dependability through the inquiry audit of information in the institution. Conformability was established through conformability audit and triangulation. Triangulation was accomplished by asking the same research questions of the study to other participants who were not part of the sample and analysing the data. Both quantitative and qualitative data were used to complement each other. This was done with the assistance of the supervisors.
Data Collection Procedures
The researcher collected an introductory letter from the Catholic University of Eastern Africa. Thereafter, permission letter from the Ministry of Education Science and Technology was obtained to enable collection of data from the selected school. County Director of Education, Kiambu County was informed of the study so as to grant authority to conduct the study within the county and in the school for the hearing impaired.
The researcher also sought permission from the school head teacher and booked appointment on when to meet parents since the institution is full boarding. The researcher administered questionnaires to teachers and arranged for a date with the learners when to conduct the interviews and fill in the questionnaires. The researcher, a trained teacher of learners with hearing impairment, interviewed the groups using Kenya sign language, Kiswahili, English, Mother tongue and or Total communication. The study also engaged quantitative data collection procedures through the use of close-ended questions. Qualitative data was collected using interviews, and focus groups. The collected data was analysed and descriptively reported.
Data Analysis Procedures
Data collected from the closed-ended questions was analysed quantitatively using SPSS version 20. The results were reported after inferential statistics were carried out, such as Chi square tests. Qualitative data was thematically analysed. The reported results were in line with the obtained study themes.
Ethical Considerations
Informed consent of the respondents was exercised. However, only the willing respondents were involved. The researcher ensured that anonymity of the identity of the respondents was safeguarded by use of numbers. Respondents were assured of confidentiality at the beginning. Personal details that could reveal their identity was not indicated. Cultural and religious values were considered and observed with respect. All the respondents were assured that the information gathered was used for academic purposes only.
Findings
The findings showed that parents are involved in purchasing a few learning materials and pay part of school levies. A few parents assisted in homework and very few (5%) engaged their children in learning using new technology (e.g., computer). Parents facilitated in educational tours organized by school and a few visited their children voluntarily during school term.
Table1: Parental awareness of their roles in the learning process of children with disabilities
Statement SA A D SD
I always attend school programmed events e.g. Academic clinics 11(4%) 18(32%) 13(32%) 13(32%)
I discuss the child‟s progress with the teacher 23(52%) 22(48%)
I am not informed how to get involved 12(8%) 24(56%) 14(16%) 14(16%)
I ensure assignment is completed when at home 24(56%) 19(36%)
I always ensure there is controlled peer association while at home 21(44%) 20(40%) 14(16%)
I engage my child with extra tuition at home 15(20%) 16(24%) 22(48%)
I am not aware of which learning/playing materials the child needs 16(24%) 19(36%) 15(20%) 14(16%)
I help in homework and give other extra learning activities at home 15(20%) 19(36%) 10(20%) 10(20%)
I take child out to learning centers like game parks 13(12%) 15(20%) 19(36%) 15(20%)
I am not aware of other social learning activities to engage child 13(12%) 20(40%) 16(24%) 14(16%)
I Control use of leisure time at home to complete school work 23(52%) 18(32%) 13(12%)
I frequently visit school on uninvited days to know her progress 12(8%) 14(52%) 16(16%) 23(24%)
I lack time to visit the child since am working. 12(8%) 16(24%) 15(20%) 21(44%)
I leave it all to the professional teachers to work with the child 13(12%) 23(52%) 14(16%) 14(16%)
I am not updated on what the child needs at different developmental stages
The findings showed that majority of parents with H.I children are not aware of how to participate in the learning process of their children. They are not aware of the curriculum and signing skills resulting to communication breakdown. Parents lack information about special needs with some parents overprotecting their children in fear of adding challenges to what they already have or have rejected them leaving them alone or in the hands of relatives. The findings revealed that parents are not aware of how to participate in assessment, identification, placement and intervention of a child so as to help them in the learning process. This matches with what David [15] discovered that parents should be trained in child assessment for proper learning placement.
Table 2:Parental roles in the learning process of a child with hearing impairment
Assisting children to join the School for the deaf? f %
Father 25 57.1
Mother 11 4.8
Both father and mother 16 23.8
Who assists you in doing your private studies when at home?
Father 14 9.5
Mother 18 28.6
Parental role in the learning process has a broad spectrum of benefits. Result showed that learners with H.I. build self-esteem and confidence and are able to develop socially, academically and spiritually. Such children are able to excel in their areas of interest and acquire skills of self-independence reducing stigmatization; discrimination and rejection. Parents help the child achieve his dreams in life by acquiring and maintaining self-discipline. Findings showed that parents learn signing skills for communication understands the child‟s psychology and are able to help him advance in learning. The school taps ideas from parents on how to organise their programs for better results.
Provision of Learning Materials
Results showed that parents first equipped the normal children for school before providing for the child with hearing impairment. This could be associated to negative attitudes and beliefs which reduce their hope about the child‟s achievement. Children become psychologically disturbed and learning may be disrupted when meditating on such events. This is in line with Wongwanich et al. (2006) who advise that parents‟ beliefs be improved since they limit them from participating in child‟s education. Sometimes the child had to wait at home while the other siblings went to school, which eventually affected his/her learning process. A grade seven girl expressed her agony:
My mother who is a bar maid kept me in the house to wash clothes and cook food while my sister went to school. I went to look for job where I met a family who brought me to Kambui after staying with them for one year. I live with them during the holidays.
Visiting the Child in School to know Progress
On a one to one interview, a student in grade eight lamented: My mother has never visited me here since I joined this school four years ago and even in my former school, only grandparents came to visit me and picked me for school holidays. Grandmother tells me that mother left me when I was a baby and I have never seen her, yet I am told she works in Nairobi. She adds in Kenya sign language, MOTHER MINE LOVE ME NOTHING//
Challenges Faced by Parents in Exercising their Roles
The findings also indicated that most parents are economically challenged, suffer from illiteracy, curriculum unawareness; negative attitudes, rejection, discrimination and stigmatization from the society which incapacitates their involvement in learning process. There was evidence that poor parenting styles affect the child‟s learning process.
Table 3:Challenges faced by parents in exercising their roles
Challenges Statements SA A D SD
My involvement is challenged by inability to sign 20(40%) 19(36%) 12(8%) 14(16%)
Stigmatization discourages my involvement. 15(20%) 19(36%) 15(20%) 14(16%)
Time limitations affects my involvement 15(20%) 14(16%) 21(44%) 15(20%)
I‟m expected to do too much which am incapable 13(12%) 18(32%) 18(32%) 14(16%)
There is negative attitude that pervade the school. 14(16%) 17(28%) 19(36%) 14(16%)
Economic challenges limit my involvement. 19(36%) 17(28%) 14(16%) 14(16%)
I‟m not well informed about their curriculum 17(28%) 20(40%) 14(16%) 12(8%)
The school need parents only for fringes & funds 13(12%) 13(12%) 19(36%) 19(36%)
The school is not well modified for accessibility 15(20%) 19(36%) 17(28%) 14(16%)
I‟m incapable of engaging him in spiritual matters 16(24%) 18(32%) 16(24%) 15(20%)
Lack of knowledge on what and how to assist child 16(24%) 16(24%) 15(20%) 16(24%)
Not certain of my roles as a parent in the learning process of child with hearing impairment
18(32%) 16(24%) 16(24%) 15(20%)
When these two institutions are well attuned to each other, the child becomes the main beneficiary which also gives a vision to a nation through the child. The Holy Scriptures state that a nation without a vision perishes (proverbs: 29:18 HB). Parents should create a „school at home‟ with them as the models to the child. However, Gove, Timpson [28] states that children with special needs in education may struggle to get the support they need to do well and may take too long for their parents to find out that their child needs special help in their learning process. Parental involvement helps discover potential through engagement in various learning activities, observing and supporting appropriately.
Kenya National Association for Parents (KNAP) secretary Ndunda [29] cries out,” Today‟s parents have no time for their children; they have spoilt them by giving money and not letting them do anything for themselves” p 12. Njuguna [30] reveals that a child‟s educational goals cannot be realized if all is left to the teacher. Parents have neglected their responsibilities becoming too busy at the expense of their own children for whom they are labouring. Ideally, if parents are not strictly involved in the developmental learning process of their children, then the future of the child, the lifespan of the parent and the national economic status is severely crippled. Parents must discipline their child with love when wrong and correct any misbehaviour as soon as it‟s identified. This paper therefore tried to curb down a near future rooming danger that might affect the whole society emerging from an unattended young generation or half-baked society.
Educating children with special needs places extra demands in school [10]. However, the field of education in Kenya has been committed to providing care and quality educational opportunities to the less fortunate though the system of support for children with disabilities is complex and requires special attention. Parents require knowledge on how to train their children who have special needs in various aspects of life. Children with disabilities just like any other child should be trained in all kind of manner, behaviour, skills and personality. This should start as early as possible in order to establish a foundation for advanced learning. Early assessment, identification, intervention and placement with expertise makes a child learn to be confident, independent and have bright hopeful future. Parent therefore should maintain attachment with the child‟s growth and development and learning.
Parental role in the learning process cannot be underestimated,[4].When the foundation of a house is strongly well established, the rest of the house would be easy to construct and remain firmly erected. Parents should introduce their child to their faith early, train him in social and cognitive growth and development. They should discuss life challenges and help overcome them. It is important that parents monitor the child‟s movement and company when he/she is not in school or at home to save them from bad companies.
Conclusion
curriculum taught to children with special needs. Illiteracy amongst parents takes an upper hand in assisting their children in school work. Most parents are not aware of how to carry out assessment, identification, placement, and intervention of their children. Parents have failed to create time to interact with their children challenges affecting them. Most parents reject their children on discovering a disability casting them to their grandparents or well-wishers. This has denied most children of their right to education exposing them to a life of dependence and/or a world of crimes in search of attention, affection and other basic needs. False beliefs, stigmatization and discrimination in the society towards people with special needs accelerate parent-child relationship negatively affecting their learning. They reject their own children focusing on the disability and not identifying their abilities. Other than academic abilities children with special needs may be potentials in other areas such as sports and games, farming, fine art and others which can be developed to help the person become an independent and productive citizen. [31-33].
Recommendations
This study therefore suggests the following recommendations to improve parental involvement in the learning process hence advance the education of people with special needs.
Parents (society) need to be trained in early assessment, mentoring, identification, placement and educational intervention measures of their children for proper learning.
Parents (society) get informed and advised on changing their negative attitudes and self-defeating that deter their efforts in the learning process of children with special needs.
Kenya sign language should be taught in all learning institutions just like any other language and not just in schools for the hearing impaired and create awareness on special needs education
Review curriculum to include technical courses that can favour children with hearing impairment such as fine art, baking, games and sports, agriculture among others.
All organizations including religious gatherings in rural and urban regions should engage sign language interpreters for an inclusive society.
Government should increase the financial allocations for institutions of persons with disabilities (hearing impairment) to support the learning process with further learning resources according to the diverse needs of such learners.
Institutions of learning should deploy successful persons with disabilities to serve as role models in those centres, e.g. deaf teachers in schools for the deaf.
References
1. American Joint Media Committee (2007) Principal guidelines for early hearing detection and intervention programme.
2. Wood D, Kay C, Harlan S, Grossniklauss D (2012) How children think and learn: Piagets stages of cognitive development: Department of educational psychology and instructional technology, University of Georgia.
3. Landry SH (2008) The role of parent in early childhood learning, Children‟s Learning Institute: university of Texas Health Science center, USA.
4. Nyamosi MZ (2013) The role of parents in educating their children. The New Times Kigali, Rwanda. 5. Kilbournel J (2013) Citizen‟s Outcry. University of Michigan USA.
6. Sanders MG (2008) How parents liaison can bridge the home-school gap. Journal of Educational Research, 101(5):287-298.
7. Kibiego K (2010 October, 15). Education Insight: Nairobi, Kenya.
8. Fitzgerald D (2004) Parent partnership in the early years. London : continuum.
9. Dunphy E (2008) Supporting early learning and development through formative assessment. Merrion Square, Dublin 2.
10.Blok H, Peetsma TTD, Roede E (2007) Increasing the involvement of parents in the education of special needs children. The British journal of developmental disabilities. 104: 3-16.
12.Page A (2009) School-parent partnership. Emerging strategies to promote innovation in schools, family and parenting institutes (FPI). Metropolitan University, London.
13.Fanttuzzo J, Mewayne C, Perry MA (2004) Multiple dimensions of family involvement and their relations to behavioural and learning competences for urban low-income children. Graduate school of education. University of Pennsylvannia.
14.Glanz J (2006) What every school principal should know about school community leadership. Corwin Press, CA 15.David T (2003) Early year‟s research: Pedagogy, curriculum and adult roles training and professionalism. UK:
British Educational Association Early Years Special Interest Group.
16.Reschly DJ ( 2013) Identification and Assessment of students with disabilities. Iowa State University.
17.Jones L, Allebone B (2013) Researching, “Hard to reach groups”: Some methodological issues. Goldsmith University of London.
18.Reynold AJ (1999) Parental involvement in early intervention for disadvantaged children. Does it matter? Journal of Psychology. 37(4): 379-402.
19.Landry SH, Smith KE, Swank PR (2006) Responsive Parenting: Establishing early foundations for social, communication and independent problem solving development psychology. 42(4)L: 627-642.
20.Ikramulla E, Manlowe J, Cui C, Moore K (2009) Parent‟s matter. The role of parents in teens decision about sex: Washington DC USA.
21.Mapp KL (2003) Having their say: Parents describe why and how they are engaged in their children‟s learning. The School Community Journal. 13:35-64.
22.Allemano E (2003) HIV/AIDS. A threat of educational quality. Research study in sub Saharan Africa. Association for the development of education in Africa, Paris, France.
23.Olsen G, Fuller ML (2012) The benefit of parental involvement: What research has to say. Merill Pearson Allyn. Prentice Hall.
24.Oywa S (2010) The state of the world‟s children. Children with disability. United states Plaza: New York, Ny 10017 USA.
25.Lott VG (2001) Work attitudes of students who are deaf and their potential employers. Journal of the American Deafness and Rehabilitation Association. 34:31-49.
26.Bouakaz L, Persson S (2007) What hinders and what motivates parent‟s engagement in school. University of Malmo: Sweden.
27.Sandler HM, Green CL, Walker JMT, Hoover- Dempsey KV (2005) Why do parents become involvement? Research findings and implications. The elementary school journal. 106 (2):105-130.
28.Gove M, Timpsom E (2014) Children and young people. Department for children. UK.
29.Ndunda M (2012, February24). Pampering children has gone outrageous. The People Daily, Nairobi, Kenya. 30.Njuguna K. (2013 August, 2). Education Reports: Daily Nation, Nairobi, Kenya.
31.Hacck MK (2007) Parent and teachers beliefs about parental involvement in school. University of Nebraska, Lincoln.
32.Plaster GA (2012) Analysis of variables related to academic performance of hearing impaired students in regular classes: Volta Review (1980) 82, 2:71-84 in Hocutt A.M. Effectiveness of Special Education: Is placement the critical factor?
