ASSESSING THE IMPACT OF PARENTAL INVOLVEMENT ON THE ACADEMIC PERFORMANCE OF LEARNERS WITH IMPAIRMENTS A CASE STUDY OF LILONGWE DEMONSTRATION PRIMARY SCHOOL.

This study assesses the impact of parental involvement on the academic performance of learners with impairments at Lilongwe Demonstration Primary School in Malawi, a context where inclusive education faces significant socio-economic and institutional challenges. Grounded in Epstein's Overlapping Spheres of Influence Theory and Bronfenbrenner's Ecological Systems Theory, the research explores how family-school collaborations influence educational outcomes for children with physical, sensory, intellectual, or developmental disabilities.

The background highlights that while global and Malawian policies promote inclusive education, learners with impairments often underperform due to barriers like inadequate resources, teacher training, and limited parental engagement. Parents in low-income settings struggle with poverty, cultural stigma, and lack of awareness about special needs, leading to inconsistent support. The study addresses this gap by examining forms of parental involvement (home-based, such as homework assistance, and school-based, like attending meetings), its effects on academic achievement, challenges hindering participation, and strategies for improvement.

Employing a qualitative phenomenological design, data were collected from 24 participants: 10 parents/guardians (60% female, predominantly low-income with primary/secondary education), 8 teachers (varied experience in inclusive classrooms), and 6 learners aged 9–14 with impairments (e.g., hearing, visual, learning disabilities). Methods included semi-structured interviews, focus group discussions (FGDs) with parents and teachers, and document reviews of progress reports and policies. Purposive sampling ensured relevance, with thematic analysis identifying patterns until data saturation.

Preliminary findings reveal that active parental involvement—through emotional encouragement, homework supervision, and teacher communication—positively correlates with improved literacy, numeracy, attendance, and self-esteem among learners. However, barriers such as time constraints from work, cultural misconceptions viewing impairments as "curses," and poor school outreach limit engagement. Teachers noted that collaborative IEPs enhance outcomes, but resource shortages exacerbate issues. Demographic insights show lower-educated parents face greater hurdles, while experienced teachers advocate for flexible programs.

The study recommends awareness workshops, community support groups, and policy reforms to foster partnerships, empowering families and schools. It contributes to inclusive education discourse in Malawi, emphasizing holistic interventions for equitable learning. Future research could compare urban-rural contexts or quantify impacts longitudinally.