Role of Parents in Transition Planning for the Learners with Moderate Mental Disabilities from School to Community

Abstract

Parents and community are important partners in the whole education process of Special Needs Education as they provide primary care and protection to learners with special needs. They also play a crucial role in the socialization process of the learner and inculcate life principles including spiritual and moral values for character development. Effective planning for transition services necessitates involving the learner and parent in determining what the Individualized Education Program (IEP) should address. Their involvement is critical for developing transition on services that truly meet the needs of the learner. However, the impact of parental component of special education on the transition outcomes of learners with moderate mental disabilities has not been examined in the developing country context such as Kenya.  This study set to establish the role of parents in transition planning for the learners with moderate mental disabilities from school to community in Nyanza Province, Kenya which has a high percentage of persons with disabilities. The study adopted descriptive survey design. The study was conducted in special schools for learners with mental disabilities, in Nyanza Province. The study population consisted of 4 head teachers, 48 teachers and 48 parents drawn from the area. Saturated sampling was used to sample head teachers. Simple random sampling was used to select teachers and parents. Stratified sampling procedure was used to select the learners. Three instruments were used in the study: questionnaires for head teachers and for teachers and an interview schedule for the parents. Data was analyzed using descriptive statistics which included use of frequency counts and percentages and presented in tables, and pie-charts. The study revealed that for the most part, parental involvement in the transition education of their children with moderate mental disability was limited by the stigma that the society placed on such children. In addition, transition was challenged by the lack of resources in some institutions or community-based programs to handle such children with special needs. It is recommended parental involvement should be made compulsory. Through the Ministry of Education parents should be sensitized on the importance of involving their children in the available vocational rehabilitation programmers.