The Experiences Of Parents Of School Children With Special Education Needs: An Empirical Study

Abstract

This study sampled 99 parents whose children attended primary schools in Nhlangano area of Swaziland to assess the training, and psychosocial needs of parents of children with special education needs (SENs). It employed the survey research design and followed both qualitative and quantitative research approaches. Data obtained through the questionnaire and semi-structured interview instruments were analysed using frequencies and percentages, and were presented in tables. The study revealed that parents encountered challenges more especially when assisting in the education of their children with SENs at school. Data also indicated that parents were not prepared for the inclusion of their children with SENs in mainstream classrooms. Lastly, there were perceived differences in participants’ perceptions on the implementation of inclusive education. Lack of training on their expected roles in educational decisions impacted the home and school experiences of parents of children with SENs. It is recommended that urgent measures be put in place to alleviate the situation.

DOI: 10.5901/mjss.2014.v5n15p227