Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Peggy A. Locke

Abstract

Research shows that parental involvement in children's school life has a positive impact on children's academic and social success, especially for children with disabilities (CWD), and even more so for CWD in island rural communities. The involvement of parents of CWD in primary schools in rural communities in Trinidad and Tobago has not been studied previously. This qualitative case study was conducted to gain a deeper understanding of why parents of CWD in three primary schools in adjacent rural southern communities in an education district in Trinidad do or do not become involved in their children’s education. At the same time, the ways in which these schools inhibit, support, and sustain parental involvement were also sought. Hoover-Dempsey and Sandler's original model of the parental involvement process, and Vygotsky's sociocultural theory provided the conceptual framework for the development of this study. Interview data were collected from 10 participants: three principals, three teachers, and four parents of CWD through purposeful random selection. Data were analyzed in two rounds of coding to identify patterns and themes. Key findings suggest that parents of CWD are significantly involved in the three primary schools, and that schools have a major influence on parents' decisions about their involvement. This study contributes to positive social change by providing principals and teachers in rural communities in Trinidad and Tobago with information they can use to better design programs to strengthen parent-school relationships and improve home-school practices for CWD. It also provides details that may serve as inspiration for policymakers to fulfill unmet educational needs in Trinidad and Tobago.

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