Abstract
This qualitative case study aimed to investigate the involvement of parents whose children experience learning barriers in the intermediate phase. The study focused on the accounts of twelve parents of intermediate phase learners in a public primary school who experience difficulties in learning and literacy. The most common learning barriers experienced by these learners include Dyslexia, Dyspraxia, Attention Deficit Disorder/Attention Deficit (Hyperactivity) Disorder, Dyscalculia, and Dysgraphia. Data was collected through a three-phase model consisting of a questionnaire, audio-recorded focus group, and semi-structured interviews. The research aimed to gain knowledge of factors that influence the level of parental involvement in children who experience learning barriers and to discover strategies to sustain parental involvement. The study's qualitative data and findings provided useful strategies for parents and teachers to build an active parent-teacher partnership
.Keywords: inclusive education, learning barriers, parental involvement, sustaining parental involvement