Abstract

The present study was intended to find out the impact of Parental Involvement on the Education of Children with Visual Impairment in the Labialem Division. Specific objectives were to examine the influence of parental motivation on the education of children with visual impairment, investigate how parental perception towards the Education of children with visual impairment affects their academic achievement, and to find out the extent to which parents are responsible in the education of their visually impaired children.

The study adopted a correlation research design. Questionnaires to measure the impact of Parental Involvement on the Education of Children with Visual Impairment in Labialem, were administered to 50 parents of Nvou and Njenshia in Alou, they were selected using the simple random sampling technique. The descriptive analysis in particular frequencies, percentages, averages, and pie charts were used to analyze the data

The findings of the study indicated that: parent motivate has an impact on children with visual impairment in achieving a higher level in education as they provide all their child’s academic needs and always celebrate their children’s achievement no matter how small.

Parental perception affects the education of children with visual impairment since they expect their children to become the best in the future. How Parents are responsible for providing the educational needs affect the education of children with visual impairment since they guide their child and are actively involved in doing his/her homework and by so doing; improve their performance in school.

The researcher design used is the sample survey design. Based on this finding, some recommendations were made to counselors, teachers, and parents to encourage their children to do their best, in their academic process which will help them enhances their academic achievement.

CHAPTER ONE

GENERAL INTRODUCTION

Background of the Study

Parental role construction for movement in children’s education reflects parent’s expectations and believes about what they should do in relation to children’s schooling. Roles are generally constructed from parents’ expectations and the experience of pertinent others (Biddle, 1986).

Applied to parents’ involvement in children’s education, parental roles construction appears to define the range of activities that parents believe it’s important, necessary, and permissible for their own engagement in children’s schooling (Hoover Pempsey Bassel, 1995).

That is generally parents believe it is their duty to get involved in their children’s education but what cut my attention to carrying out this research is not the non disable but the visually impaired children, this is because most often in many societies these categories of children are always neglected at home and at school.

Bryan, (2005) says persons with low vision have diminished ability to carry out important activities including acquiring an education, living, traveling independently, gaining and retaining employment enjoying and perceiving visual images due to uncorrectable visual impairment. Visual impairment creates much stress on the person, the family, the school, and society. Zhan, (2006) later the educational problems of these visually impaired children put social strains in the classroom. Parents expect more from the school yet these children spend more hours at home than they spend in school. The home background of each child is expected to be supportive. Fan and Chen, (2001) says parents must support not only with school needs but to take-home assignments, acts as an advocate for their children, and serve as partners in the education of the children and in the correction of their school work they can do this by donating writing materials such as books, pens, pencils, and scholarship to the privileged children and also some assistive devices such as mobility cane, hearing aid for those suffering from hearing impairment, the writing frame and the stand including the writing paper and the stylus.

Which will enable those trainees to write and eventually facilitate the teaching and learning process both for the teachers and students in the rehabilitation centers. Visual impairment is deceased to see to a degree that causes problems not fixable to usual means such as glasses, some also include those who have decreased ability to use because they do not have access to glasses or content lenses (Davis-Kean, 2005).

Statement of the Problem

In many countries around the world and Cameroon in particular, so many researches have been conducted on parental altitude towards the academic performance of their children as a whole and with the knowledge of special education, one has gone to release that these children can be categorized. That is children can be categorized into disabling and non-disable.

As such, the objectives of these studies are to investigate the influence of parental altitude on the academic performance of children with visual impairment. Looking at some parental altitudes such as poor motivation, perception about the ability of visually impaired children, and negligence of visually impaired children. This is because every behavior of parents with visual impairment has reaching effects on their academic performance.

General Objectives of the Study

To investigate parental involvement in the education of children with visual impairment in Labialem

Specific Objectives

1. To examine the influence of parental motivation on the education of children with visual impairment
2. To examine parental perception towards the Education of children with visual impairment
3. To find out the extent to which parents are responsible for the education of their visually impaired children