Exploring Teachers' Perceptions of Parent-Teacher Partnership to Support Learners with Intellectual Disabilities in Primary Schools

Mahlape Tseeke

doi:10.70454/IJMRE.2025.50101

Authors

Mahlape Tseeke National University of Lesotho Author

DOI:

https://doi.org/10.70454/IJMRE.2025.50101

Keywords:

parent-teacher partnership, intellectual disabilities, support, primary school

Abstract

The study explored teachers’ perceptions of parent-teacher partnerships for enhanced access to equitable education for learners with intellectual disabilities in mainstream primary schools. A qualitative case study was utilised to collect data from 8 teachers who taught in mainstream primary schools. Data was sourced through face-to-face semi-structured interviews. The findings reveal that while various challenges hamper effective partnerships between parents and teachers in mainstream primary schools, a certain level of teamwork exists between parents and teachers, with more opportunities – yet to be fully explored – to strengthen this partnership further. Hence, a need to harness various strategies to improve parent-teacher relationships to create a more functional environment that meets the needs of learners with intellectual disabilities.

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