This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semi-structured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents’ low level of education, income and negative attitudes), schools (such as principals’ and teachers’ negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI.

中文翻译：

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埃塞俄比亚 Bahir Dar City 行政区家长参与小学残疾儿童教育的障碍和策略

本研究使用定性案例研究设计，探讨了父母参与 (PI) 残疾儿童教育的障碍和策略。使用有目的的抽样技术，选择了五位家长和五位老师进行访谈。对通过半结构化访谈获得的数据进行了专题分析。研究结果表明，PI 受到与家长（包括家长的教育水平低、收入和消极态度）、学校（例如校长和教师的消极态度、缺乏对家长的邀请以及缺乏热情的环境）和儿童（包括他们不愿意将学校邀请转给父母）。此外，该研究确定了提高 PI 的策略，包括有效的沟通和伙伴关系、培训、温馨的环境、发送邀请、建立和利用资源中心和个人教育计划。总体而言，该研究强调了 PI 的障碍和提高 PI 的策略。很明显，教育计划应该由学校和其他相关机构设计，以解决 PI 的障碍。