TONOTA COLLEGE OF EDUCATION
SPECIAL NEEDS IN EDUCATION DEPARTMENT
ASSIGNMENT 1
SEMESTER 2
YEAR 3 E
LECTURER: MRS MANTSWE
STUDENT: SHEPHERD KEBALEPILE
SUBMISSION DATE: 17 MARCH 2025
QUESTION:
I. Explain 3 reasons why parents of children with SENs may not be effectively involved
in the learning of their children. (15 marks)
II. Discuss 3 strategies that teachers may use to effectively involve parents of children
with SENs in Junior Secondary Schools activities. (15 marks)
1
Parental involvement plays a critical role in enhancing the academic achievement, social
development, and overall well-being of learners, particularly those with Special Educational
Needs (SENs). In addition, learners with SENs often require individualized support,
collaboration between home and school, and consistent communication to achieve
meaningful educational outcomes. Research indicates that active parental engagement
improves learner motivation, behaviour, and academic performance (Epstein, 2018).
However, despite its importance, parents of children with SENs may not always be
effectively involved in their children’s learning. Therefore, this essay explains three reasons
why parents of children with SENs may not be effectively involved and discusses three
strategies teachers can use to enhance parental involvement at the junior secondary school
level.
Reasons why parents of children with SENs may not be effectively involved.
Lack of knowledge and understanding of special educational needs: One major reason
parents may not be effectively involved is limited knowledge about SENs and how to support
their children academically. In many cases, many parents may not fully understand the nature
of their child’s disability, appropriate intervention strategies, or the expectations of the school
system. As a result, this lack of awareness can reduce their confidence in assisting with
schoolwork or participating in school activities. According to Hornby (2011), parents of
children with SENs often feel uncertain about their roles in supporting learning because they
lack training or guidance or awareness from schools. Consequently, without adequate
information, parents may rely entirely on teachers, believing that professionals are solely
responsible for their child’s education. This situation can result in minimal home-based
academic support and limited participation in school meetings or programs. Furthermore,
complex educational terminology used in Individualized Education Plans (IEPs) and
assessment reports may discourage parents from active participation (Turnbull et al., 2015).
When parents do not understand these processes, they may feel excluded from decision-
making regarding their child’s education.
Socio-economic challenges: Socio-economic factors significantly influence parental
involvement. For instance, parents from low-income backgrounds may struggle with financial
constraints, unemployment, or demanding work schedules that limit their availability to
attend school meetings or assist with homework. Research shows that economic hardship can
reduce parental engagement because parents prioritize basic survival needs over school-
related activities (Desforges & Abouchaar, 2003). Moreover, in Botswana and other
developing countries, some parents live far from schools, making attendance at school
functions difficult due to transport access and fares challenges. Additionally, parents with
lower levels of education may feel intimidated by secondary school academic content. As a
result, they may avoid engaging in their children’s learning due to feelings of inadequacy or
embarrassment. Overall these socio-economic barriers can significantly reduce meaningful
collaboration between parents and schools.
Negative past experiences and communication barriers: Another key reason for limited
parental involvement is negative past experiences with schools or ineffective communication
2
between teachers and parents. In some situations, parents of children with SENs may have
previously encountered discrimination, blame, or lack of support from educational
institutions. As a result, such experiences can lead to mistrust and reluctance to engage with
teachers (Blue-Banning et al., 2004). In addition, poor communication strategies, such as
using technical language, infrequent updates, or failure to involve parents in decision-making,
can further alienate families. Epstein (2018) emphasizes that effective parental involvement
depends heavily on strong, respectful, and consistent communication. Therefore, when
communication is weak or one-sided, parents may feel undervalued and withdraw from
participation of learner’s education. Furthermore, cultural differences may also contribute to
misunderstandings between teachers and parents. For example, in some cultures, parents
believe that teachers are authority figures who should not be questioned, which limits
collaborative engagement.
Strategies teachers may use to effectively involve parents
Establishing clear and regular communication channels: Teachers can enhance parental
involvement by maintaining open, clear, and consistent communication. For example, this
may include regular progress reports, phone calls, WhatsApp groups, emails, and scheduled
parent-teacher meetings. Moreover, communication should be conducted in simple and
understandable language to ensure parents fully comprehend their child’s progress and needs.
Epstein’s (2018) model of school-family partnerships highlights communication as a
fundamental component of effective parental involvement. In addition, teachers should
provide feedback not only when problems arise but also when learners show improvement.
Consequently, positive communication builds trust and encourages continued engagement
between teachers and parents. In junior secondary schools, teachers can also organize termly
workshops to explain curriculum expectations and SEN support strategies. Through this
approach parents gain knowledge and confidence needed to assist their children at home.
Providing parent education and training programs: Another effective strategy is
organizing training sessions and support programs for parents of children with SENs.
Specifically, these workshops may focus on understanding specific disabilities, behaviour
management techniques, homework support strategies, and emotional support skills. Turnbull
et al. (2015) argue that when parents are equipped with practical skills, they become more
confident and active partners in their children’s education. In addition, schools may
collaborate with guidance and counselling departments or special education specialists to
facilitate such programs. Furthermore, parent support groups can also be established within
junior secondary schools, allowing families to share experiences, challenges, and coping
strategies. As a result, such initiatives reduce isolation and strengthen collaboration between
families and educators.
Encouraging collaborative decision-making and inclusive school activities: Teachers
should actively involve parents in decision-making processes regarding Individualized
Education Plans (IEPs), behaviour intervention plans, and academic goal setting. When
parents are treated as equal partners, they feel respected and valued. Blue Banning et al.
(2004) emphasize that shared decision-making strengthens trust and improves educational
3
outcomes for learners with SENs. In addition, teachers can invite parents to contribute ideas
during meetings and consider their insights about their child’s strengths and challenges.
Moreover, schools should create inclusive activities such as open days, sports events, and
cultural programs that accommodate learners with SENs and encourage parental
participation. Finally, flexible meeting schedules can also help parents who work long hours
to attend school events.
In conclusion, parental involvement plays a vital role in supporting the academic progress
and social development of learners with Special Educational Needs. However, several factors
can limit effective participation of parents in their children’s education. As discussed in this
essay, lack of knowledge about SENs, socio-economic challenges, and negative past
experiences with schools may discourage parents from actively engaging in school activities
and supporting learning at home. These barriers can weaken the partnership between families
and schools, which is essential for the success of learners with SENs. Nevertheless, teachers
have an important responsibility to create opportunities that encourage meaningful parental
participation. By establishing clear and consistent communication channels, providing parent
education and training programs, and promoting collaborative decision-making in school
activities, teachers can strengthen the relationship between schools and families. Ultimately,
when schools and parents work together as equal partners, learners with Special Educational
Needs are more likely to experience improved academic achievement, greater confidence,
and overall educational success.
4
REFERENCE
Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004).
Dimensions of family and professional partnerships: Constructive guidelines for
collaboration. Exceptional Children, 70(2), 167–184.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support
and family education on pupil achievement and adjustment: A literature review. Department
for Education and Skills.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and
improving schools (3rd ed.). Routledge.
Hornby, G. (2011). Parental involvement in childhood education: Building effective school-
family partnerships. Springer.
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2015). Exceptional lives:
Special education in today’s schools (7th ed.). Pearson.