Contribution of Parents in accommodating Academic and Emotional Needs of Children with Specific Learning Disabilities in Inclusive Schools

Abstract

The concept of inclusion not only works in the classroom setting but, in the home, where education continues even after leaving school. This is a mixed research study which explores the centrality of the parents in the consideration of the academic and non-academic requirements of children with the Specific Learning Disabilities (SLD) in the inclusive schools of Delhi. The study acknowledges that, although teachers are the ones to instigate intervention plans, the parents are the ones who support and reinforce the strategies by providing a system of home support and emotional care. The sample used was 40 parents of students diagnosed with SLD. Structured questionnaires and semi-structured interviews were used to gather data and combined qualitative and quantitative perspectives were applied. The study involved the investigation of the way in which parents administer the home intervention plans gave by teachers and the role in which this partnership plays in enhancing the learning process and emotional health of children. The results showed that formal parental involvement, such as supervised practice, assistive technologies, and positive reinforcement, increases the academic performance, self-esteem, and motivation of children. Nevertheless, parents cited lack of knowledge, time constraints and inadequate institutional directive as some of the difficulties. The analysis highlights that an effective parent-teacher collaboration is the heart of effective inclusion since it links interventions involving classrooms with continuity at a home level. Parental training, communication, and emotional awareness should thus be strengthened so that holistic development of children with SLD in the inclusive schools of Delhi is achieved.