Parental Involvement in the Education of Children with Hearing Impairment in Zamfara State

This study investigates the level and nature of parental involvement in the education of children with hearing impairment in Zamfara State, North West Nigeria. Parental involvement is a consistently identified predictor of positive educational outcomes for children with disabilities, encompassing participation in school activities, support with homework, attendance at individual education plan reviews, and advocacy for appropriate services. In Zamfara State, where limited special education infrastructure intersects with cultural practices that may discourage parental engagement with formal schooling institutions, the particular dynamics of parental involvement remain poorly understood. Using a descriptive survey design, the study samples one hundred and fifty parents of hearing-impaired children enrolled in special and integrated schools across Gusau and its environs. A structured questionnaire measuring six dimensions of parental involvement is administered. Descriptive statistics and correlation analyses are used to identify patterns and associations with child academic outcomes. The study also investigates how parents' own educational level, religious orientation, and economic status influence engagement levels. Findings are expected to reveal a strong desire among parents to support their children's education but significant structural and informational barriers to meaningful participation. Recommendations include establishing parent-teacher liaison committees in all special education schools and developing Hausa-language information resources on hearing impairment and educational rights. The study informs both school-level practice and state policy on special education in North West Nigeria. Keywords: parental involvement, hearing impairment, Zamfara State, special education, family engagement.