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dc.contributor.authorBONJO, Josphat Shaduma
dc.date.accessioned2021-05-22T09:35:06Z
dc.date.available2021-05-22T09:35:06Z
dc.date.issued2017
dc.identifier.urihttps://repository.maseno.ac.ke/handle/123456789/3798
dc.description.abstractEducational assessment of children with special needs involves identification, diagnosis, and intervention (referral and placement). Parental involvement in this process is important since parents do the initial identification, provide information during test administration, and decide on referral and placement options. In Kenya, assessment of children with special needs is conducted at Educational Assessment and Resource Centers (EARCs). Educational assessment provides children with most appropriate intervention activities to help them learn like their peers. However, a preliminary survey of 120 parents in ten EARCs indicated that only 51 (43%) had information on parental involvement in the assessment process. It is unclear why parents were not better involved yet policy wise they have key roles in each step of the assessment process. The purpose of this study was therefore to establish the extent of involvement of parents in the assessment process in Kenya. The objectives of the study were to; establish the extent of parental involvement in the identification of special needs in children: establish the extent of parental involvement in the administration of the test, establish the extent of parental involvement in the referral and placement of assessed children and establish parental involvement in intervention activities. A conceptual framework showing the interaction of independent variables parental involvement in identification, test administration, and intervention and its output on early training, pro[per placement, and relevant intervention placement was used. The study employed descriptive survey research design. Target population comprised of 94 parents with assessed children, 52 parents with children booked for assessment and 52 assessors. Questionnaires, interview guides, observation schedules, and document analysis guides were used to collect data. Experts from the department of Special Needs Education Maseno University ascertained the validity of the instruments, while reliability was calculated using test-retest method through a pilot study on 10% of the population. The acceptable reliability was accepted at r = 0.70. Frequency counts, percentages, and mean' scores used to analyze quantitative. Qualitative data was organized and reported based on study objectives. The study established that parents had a low ability to identify children with disabilities with a mean of 2.31; Parents were involved in the administration of the test to a small extent with a mean rate of 2.60; parents were poorly involved in the referral and placement at a mean rate of 2.09; parents were involved in the intervention activities to small extent at a mean rate of 2.84. The study recommended that the EARCs manual and assessor training guidelines be reviewed to guide the assessors on parental involvement at all levels of the assessment process. The research findings may help to improve policies and guidelines on parental involvement in the assessment process at the EARCs and, subsequently, the educational outcomes for children with special needs in Kenya.en_US
dc.publisherMaseno Universityen_US
dc.titleParental Involvement in The Assessment Process of Their Children with Special Needs at the Educational Assessment and Resource Centers in Kenyaen_US
dc.typeArticleen_US


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