PARENTING STYLE AS A DETERMINANT OF ACADEMIC ACHIEVEMENT OF CHILDREN WITH SPECIAL NEEDS IN OREDO LOCAL GOVERNMENT AREA, OF, EDO STATE

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 raised to guide the study. The descriptive survey design was adopted for this study, the population comprises of 150 children with special needs selected from two special schools in Oredo Local Government Benin City, Edo State. The instrument used for obtaining information in the study was a questionnaire titled; “Parenting Styles of a Determinant of Academic Achievement of Children with Special Needs”. (PSDAACSN). The instrument was content validity and the reliability of the research was established using Pearson Product Moment Correlation. The reliability Coefficients of 0.841 was obtained, which indicated that the instrument was reliable for the study. The data collected were analysed using descriptive statistics of mean and standard deviation. The Findings revealed that authoritative parenting style helps develop problem solving and critical thinking skills in the academic of children with special needs, it also revealed that Authoritarian parenting style can foster a fear of failure and avoidance of challenges in the academics of children with special needs. permissive xi parenting style foster a supportive environment but may lack the necessary structure for optimal academic success. The findings also indicated that this influence are consistent across sexes, suggesting the universal applicability of effective parenting practices. This insight highlights the importance of balanced parenting strategies that combine support, structure, and appropriate discipline to enhance the academic achievement of children with special needs.