Parental Involvement in Special Needs Education

Abstract

This study explores the critical role of parental involvement in the education of children with special needs, with a focus on the challenges and opportunities within the context of Nepal. Grounded in Urie Bronfenbrenner's Ecological Systems Theory, the research highlights how the collaboration between parents, schools, and external stakeholders significantly impacts the academic, social, and emotional development of children with special needs. A qualitative research design was employed, involving semi-structured interviews with three parents to gain in-depth insights into their experiences, challenges, and strategies. The findings reveal that while parents recognize the importance of their involvement, systemic barriers such as societal stigma, limited training opportunities, financial constraints, and inadequate access to centralized therapy centers hinder their ability to participate fully. Despite these challenges, parents demonstrated resilience by leveraging informal methods, such as self-directed learning and school interactions, to support their children. The study underscores the need for structured training programs, accessible resources, and stronger partnerships between parents, educators, and policymakers to address these gaps and foster an inclusive educational environment. The research concludes that parental involvement is indispensable for the holistic development of children with special needs but requires a multi-stakeholder approach to overcome existing barriers.