ABSTRACT
This study investigated the integration of Parenting Style as A Determinant Of Academic Achievement Of Children With Special Needs. four (4) research questions were formulated to guide the study.
The study adopted a descriptive survey. The total population of 150 respondents, consisting of all students in the selected schools, Benin City, Edo State. A total number of 150 respondents, which consists of selected studentsin JSS 1-3 and SS 1-3 from two selected Schools; Ihogbe College and Project Charilove. The research instrument for the study was a Questionnaire titled: “Parenting Style as A Determinant of Academic Achievement of Children With Special Needs (PSDAACSN)”, which was distributed to the respondents and collected immediately after completion from respondents. The simple percentage and mean score was used in computing the responses of the questionnaire items. The coefficient 0.841 was obtained which indicates the instrument was reliable for the study. The data from the instrument (questionnaire) were analysed using simple frequency and percentages. Tables were used to present the frequencies and responding percentage were worked out on them to have a set of interpretable data. Permissive parenting was examined through five items, with mean scores ranging from 2.54 to 2.58. All items were accepted by respondents. Ignoring bad behaviour had a mean score of 2.56, suggesting that lack of discipline might lead to behavioural issues that can negatively affect academic achievement. Considering preferences in family planning was rated with a mean of 2.58, showing that children feel valued, which can enhance their self-esteem and academic motivation. Considering desires before asking to do something also had a mean of 2.58, indicating that children’s input is valued, promoting a positive academic environment.
The study underscores the significant role of parenting styles in the academic achievement of children with special needs. Authoritative parenting, characterized by support and open communication, positively influences academic outcomes. In contrast, authoritarian parenting, which relies on strict discipline and punitive measures, may negatively affect emotional well-being and academic performance. Permissive parenting fosters a supportive environment but may lack the necessary structure for optimal academic success. The findings also indicate that these influences are consistent across sexes, suggesting the universal applicability of effective parenting practices. These insights highlight the importance of balanced parenting strategies that combine support, structure, and appropriate discipline to enhance the academic achievement of children with special needs.
