| dc.description.abstract | The purpose of this study was to investigate the influence of parental involvement on retention of children with Mental Retardation (MR) in public pre-schools in Laikipia East District. The aim was to find out the role played by parents in ensuring that their children are identified, assessed, enrolled and retained in school to receive education intervention.
Children with MR require education intervention in order for them to learn basic academic skills and Activities of Daily Living (ADL) to enable them live independently. The study was guided by the following research questions: What is the influence of socio-emotional parental involvement on retention of children with mental retardation in public pre-schools in Laikipia East District? What is the influence of parental involvement in school activities on retention of children with mental retardation in public pre-schools in Laikipia East District? What is the influence of parental financial involvement in retention of children with mental retardation in public pre-schools in Laikipia East District? The study applied purposive sampling technique using the criteria of involving all the six special units for children with MR in Laikipia East District because of the small number.
The six special units have a total enrollment of 20 children with MR. Six special unit teachers and key informants (head teachers) were involved in the study. Sixteen (16) parents participated in the study. Data was collected using questionnaires for teachers and head teachers and interview schedule for parents (individual and two Focus Group Interview schedules). The study established that there are several reasons that strain retention of children with MR in school. These include low income activities of parents making it difficult for them to meet their children's educational obligations due to their meager resources. Secondly, there is low educational status of parents and ignorance towards education of children with MR. Lack of interest in education by parents is another reason, and a factor leading to lack of total involvement by parents affecting smooth running of institutions where these children are enrolled. Based on the findings, it is recommended that:
Special donations should be sought both at national and community levels to ensure comprehensive learning for children with MR is realized. Community members should be mobilized to support special units as well as encouraging individuals to own education for children with MR. The government should take lead and empower more teachers on special education to lower teacher pupil ratio and gender imbalance among teachers. There is need for frequent psycho - social depurating of parents and children to help them handle their stigma and their psycho-social maladjustment. Sensitizations on male parents of children with MR to enable them assist their spouses in taking care of their children is necessary. From the findings, it is clear that another study involving other geographical areas is necessary. This will enable a comparison of this research and those done in other areas probably using bigger samples size. | en_US |
