EXAMINING THE GAPS IN TEACHER-PARENT COLLABORATION IN SPECIAL NEEDS EDUCATION UNDER CBC IN NYERI COUNTY

Abstract

Successful implementation of a Competence Based Curriculum (CBC) in Kenya in primary schools greatly depends on the Teacher–Parent Partnership (TPP). CBC is a well-modelled form of education that provides opportunities for parents to take part in the education of their children. The teachers expect a wellmodelled working relationship with each playing their role effectively for the realisation of good academic outcomes for learners with special needs. Empowerment of this partnership is inevitable, yet this is a resource that has remained underutilised. The teachers cited frustrations as the parents appeared not aware of their enormous role in the learning process both at home and school. The objective of the study was to establish the detriments of effective TPP in special primary school in Nyeri County, Kenya. The researcher adopted Epstein’s Model of parental involvement in the implementation of CBC. The study adopted a descriptive survey design method