Research Article | Open Access
Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review
Olusegun Emmanuel Afolabi
Pages: 177-203
Abstract
There is mounting evidence that parental involvement paradigm is a major strategy that supports
positive learning outcomes and is critically vital for educating learners with special educational
needs (SENs). To illuminate parental involvement concept and potential in a concrete context, this
paper review and analyse, 1) the empirical literature that explain the interaction between parental
involvement, inclusive education and learners educational achievement, 2) synthesize findings that
relates parental involvement paradigms with psycho-educational development of children, 3) uses
both developmental ecological perspectives and Hoover-Dempsey and Sandler model (1995) to
analyse and explain the interaction amongst parents’ involvement, school ecology and student’s
academic success. Finally, findings reveals a strong and meaningful relationship between parental
involvement and academic achievement and that parent’s beliefs, expectations and experiences are
important ingredients that support better learning outcomes for children
Keywords
Parental involvement, learners with special educational needs, inclusive education, academic achievement, learning outcomes