Abstract:
Globally need for education, as a measure of one's ability to function fully in today's society,
is an important motivator for efforts to achieve the highest level of education in the world. The
persistent under achievement of deaf students in Kenyan schools is of great concern as
evidenced by final average scores in their formative and summative scores in their assessments.
This study aimed to find out how parental involvement influences education participation for
learners with hearing impairment. The study was guided by Maslows theory of motivation in
learning. A phenomenological research design was utilized. The study targeted three primary
schools handling learners with hearing impairments in Meru and Isiolo counties that is Kaaga,
Njia, and Isiolo school for learners with hearing impairment. A thematic approach was used to
analyze the qualitative data. The study revealed that parental involvement was minimal. Based
on the study findings, collective effort should be made to sensitize the parents on their roles in
the education of their children. Employers of parents of students with hearing impairments
should be given days off with pay when going to attend to their children's issues in school like
closing days, opening days, and clinic days for their children. The school should provide some
incentives to parents like meals during the school meetings to help reduce parents’ expenses.
The government should ensure tax waivers for parents of students with hearing impairments.
The stakeholders should help change parental attitudes that their children will not make it.
