Community and Family Influences on the Completion of Schooling of Students with Special Needs in Islamiyyah Schools in Southwest, Nigeria

Community and Family Influences on the Completion of Schooling of Students with Special Needs

Abstract

This study examines the community and family influences on the school completion of students with special needs in Islamiyyah schools across Southwest Nigeria. It explores the factors contributing to successful school completion, the impact of parental and community support, and the differences in stakeholder perceptions. Using a mixed-methods research design (Convergent Parallel Design), qualitative and quantitative data were collected simultaneously from teachers, school administrators, students with special needs, parents, community leaders, and religious leaders across 17 Islamiyyah schools. A combination of purposeful and disproportionate sampling selected 170 students, 34 teachers, 17 administrators, and 90 community respondents. Data collection involved focus group discussions and self-constructed questionnaires, with reliability ensured through expert reviews and a pilot study that yielded strong Cronbach’s alpha scores. Ethical considerations, including informed consent and confidentiality, were prioritised, and inclusive measures such as sign language and assistive reading tools ensured full participation. Findings showed that family support, peer relationships, accessible learning materials, and community involvement significantly influence school completion. However, inconsistent advocacy, limited community programmes, and resource gaps highlighted the need for structured efforts. Differences in stakeholder perceptions also revealed the importance of collaborative engagement. The study recommends fostering an inclusive school environment, structured advocacy programmes, and stakeholder forums to bridge perception gaps and promote better educational outcomes for students with special needs. These efforts are crucial for academic and spiritual growth