Teacher–Parent Collaboration in Educational Support of Learners with Visual Impairments in Early Grades in Kilifi County, Kenya

Teacher–parent collaboration is a critical component in enhancing educational outcomes for learners with visual impairments (LVI), particularly in early grades where foundational skills are developed. This study explored the essence of teacher-parent collaboration to benefit Grade One to Three LVI in the Kilifi County, Kenya. The research design was qualitative descriptive research based on the theory of parental involvement by Epstein. A sample population size of 26 respondents consisting of teachers and parents in two schools that provide special education services was used. Semi-structured interviews were used to collect data, which were analyzed thematically. Results showed that teamwork is achieved via communication, meetings and home-based learning. Parents are also involved in supporting learners by providing learning environments and helping with day to day activities, but they also have problems like poverty, lack of knowledge and resources. Other limitations facing teachers are poor training, insufficient assistive technologies as well as poor institutional support. The research concludes that both teachers and parents are committed to the study, but structural and social economic barriers impede successful cooperation. The study suggests the need to reinforce inclusive education policies, training of teachers, empowerment of parents by capacity-building programs and enhancing access to assistive resources.

Teacher–Parent Collaboration, Visual Impairment, Inclusive Education, Parental Involvement, Early Grades

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