Abstract
This study aimed to explore parents’ perspectives of home-school partnerships in supporting learners with severe intellectual disabilities who are placed in full-service and special needs schools. The research examined how parents of children with severe intellectual disabilities might be better empowered to help support their children. The study also looked at the significance of home-school partnerships in assisting learners with severe intellectual disabilities and the advantages of home-school partnerships for learners with severe intellectual disabilities.
The study sought to investigate parents’ understanding of their roles in home-school partnerships to support learners with severe intellectual disabilities. It further explored intervention programmes that can be implemented to strengthen home-school partnerships in supporting learners with severe intellectual disabilities. Bronfenbrenner’s ecological model served as the foundation for the investigation. A qualitative technique was employed in this study, together with a phenomenological design and an interpretative paradigm. Eight parents from four schools were carefully chosen to take part in the study. Data was acquired using a qualitative technique and semi-structured individual interviews and observations. Thematic analysis was used to determine the study’s findings. Four major themes emerged and were discussed.
According to the research, parents have little understanding about home-school partnerships. The findings also suggest that parents should be informed about home-school partnerships and the necessity of developing them to assist children with severe intellectual disabilities so that they understand their role in home-school partnerships.
Key words: Home-school partnerships, severe intellectual disabilities, special needs schools, full-service schools, inclusive education.