Influence of parental involvement on social skills training For learners with intellectual disabilities in special units in Kisumu central sub county, Kenya

Abstract

Data from EARC Kisumu County (2017) on parental involvement in supporting and reinforcing of their children’s learning of social skills at home revealed that 240 out of 525 parents in Kisumu County support interest in their children’s learning social skills. Of these, 116 parents (48%) were from Kisumu Central sub-county compared to Nyando Sub-County 78(33%), Kisumu West Sub –County 32(13%) and Kisumu East- Sub –County 14(6%). Despite this involvement, parental influence on social skills training for learners with intellectual disabilities while at home in Kisumu Central Sub-County is still unknown. The purpose of this study was to determine the influence of parental involvement on social skills training for learners with intellectual disabilities in special units in Kisumu Central Sub County. The objectives of the study were to establish the influence of parental involvement in; communication skill development; development of interpersonal skills, the ability of learners to participate in social activities; and learners with intellectual disabilities to accept social roles on social skills training. The study was guided by a conceptual framework and adopted a descriptive survey design. The target population comprised of 116 learners with mild intellectual disability and 116 parents. Saturated sampling technique was employed in selecting sample size of 104 learners and 104 parents after 10% was used for piloting. Data was collected using questionnaires, interview and observation schedules. To ensure the validity of the instruments, the researcher relied on expert opinion from the two supervisors from special education department for face and content judgement. Reliability was computed using test retest method and a satisfactory reliability coefficient of 0.75 was achieved. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 22.0, employing both descriptive (frequency counts, percentages, means and standard deviation) and inferential statistical analysis using regression and ANOVA. Qualitative data was transcribed, analyzed and reported in themes and sub-themes. The study established a significant influence of parental involvement in the development of social skills on social skills training for learners with intellectual disabilities. However, the results revealed that their influence varied; communication skills development (Adjusted R2= .368; p<.05); interpersonal skills (Adjusted R2= .439; p<.05); initiating interest in social activities (Adjusted R2= .502; p<.05) and social roles (Adjusted R2= .478; p<.05). The study concluded that parental involvement in communication skills development, interpersonal skill development, social activities and social roles is instrumental in effecting positive social skills training for learners with intellectual disabilities. The study recommended that; parents ought to work hand in hand with teachers in order to equip learners with relevant social skills and Ministry of Education through school head teachers to sensitize parents on their roles in social skills training. Future research was suggested on influence of social skills training on learners’ academic performance and role of school head teachers in enhancing parental involvement in social skills training of learners with intellectual disabilities