Abstract
Abstract
The objective of this study was to investigate the collaboration between parents and teachers in the education of children with mental retardation in regular primary schools in Kabwe and Kapiri-mposhi districts in Zambia. Specifically, the main concern of the study was in relation to the experiences of the existing collaboration between parents and teachers, and their preference to future collaboration.
Many regular primary schools in Zambia are including children with mental retardation as stated in the education policy (MOE, 1996). This has also become an integral part of the comprehensive United Nations Education For All Programs. Children with mental retardation encounter intellectual challenges in their academic work such that their learning is at a slow pace. Therefore, it is the responsibility of parents to reinforce their children s schoolwork at home to complement teachers efforts. This can only be done when parents and teachers are in good collaboration.
In pursuit of the in-depth empirical data concerning collaboration, a qualitative research approach within a case study design was conducted. Semi-structure interviews were held with four parents and four teachers who were purposely sampled from four regular primary schools. The interviews were supplemented with informal observations and information from documents.
Concerning the research problem and research questions; the results of the interviews show that parents and teachers did not share much information on what children were learning in school, which they needed to do. The findings also show that parents did not initiate to visit the schools and take an active role in the schoolwork of their children. Parents need information, guidance and encouragement from teachers on the importance of supporting the schoolwork of their children. Parents expressed concerns of difficulties to look after their children with mental retardation, and teachers also expressed sentiments of over enrolment in their classroom. Both parents and teachers expressed positive sentiments about inclusion of children with mental retardation in regular classes and willingness to collaborate. Previous studies by Hilton and Henderson (1993) in Wade (2000) reveal that teachers who utilize parental involvement experience positive attitudes towards parents, and feel that parental support is very useful.
Concerning future collaboration; both parents and teachers suggested embarking on visitations. Teachers suggested of assigning continuous homework to children, workshops and seminar for both parents and teachers to sensitize the importance of collaboration between them in the education of their children with mental retardation.
Although the study involved only four parents and four teachers in four schools in Kabwe and Kapiri-mposhi districts; the findings may or may not be applicable to other situations in other school that where not part of the sample. The findings may also be useful to all the teachers, Head teachers in schools were children with special needs are being included.