ABSTRACT

The main objective of the study was to investigate the influence of parenting styles on academic perforce of children with special educational need. Specifically the work seek to examine the impact of Authoritarian , Authoritative and uninvolved Parenting style and its effect on the academic performance of children with special educational need. This study was guided by the following theories Maslow’s Hierarchy of Needs theory and the social disability theory of Michael Oliver (1998) the sample of this study consists of a total of 30 forms one, two and three students with disabilities of Government High School Buea Town, Presbyterian Compressive High School Buea, and GHS Buea. The sampling technique used was the purposive sampling. A four-point Likert scale with response option, strongly agrees (SA), Agree (A), strongly disagree (SD), disagree (D) questionnaire was the instrument use for data collection Data gathered from the respondents were statistically analyzed using descriptive statistics (frequency and percentage counts) while the spearman roh‟ correlation coefficient was used to test the research hypotheses formulated in the study. The finding show that The negative sign of the correlation coefficient(R=-0.217*), a positive relationship authoritarian parenting style and academic performance (R=0.227*)a positive relationship between uninvolved parenting style and academic performance (R=0.265*).Generally the result there is a significant relationship between parenting style and performance. From the test result, two out of the three hypothesis were significant at a 0.05 significant level that is, (P=0.048< 0.05) and (P=0.003< 0.05) It was therefore, recommended that parents should encourage the education of persons with special education needs by providing their needs, spent enough time them, assist them in assignment, used motivational strategies and affected quality to boost their psychology about disabilities, the study also recommends the government to come up with television shows and radio program on parental styles and children with special educational needs which is going to addressed matters concerning this set of children.

CHAPTER ONE
GENERAL INTRODUCTION

This chapter focuses on the introduction to the study, historical background, conceptual, theoretical, statement of the problem, research questions, hypotheses, justification, significant, the scope of the study, and definition of terms.
Introduction

There is no way in which parents can evade having a determining effect upon their children‟s personality, character, and competence” (Baumrind, 1978). Most people would agree that parenting is not an easy job. In fact, it is one of the hardest tasks as every parent would hope to succeed in parenting. Parenting style is one of the variables that have been studied extensively in human development (Baldwin, Mclntyre, & Hardaway, 2007). Parenting is considered to be an important determinant of several aspects of children‟s outcome (Gadeyne, Ghesquiere, & Onghena, 2004). Parenting styles has been shown to be related to children and adolescents‟ academic achievement (Lmaborn, Mounts, Steinberg, & Dornbusch, 1991), optimism (Baldwin, Mclntyre, & Hardaway, 2007), motivation (Gonzalez & Wolters, 2006), confidence (Strage & Brandt, 1999), externalizing problem behavior and attention problems (Gadeyne, Ghesquiere, & Onghena, 2004).
Parenting is a complex activity that includes many specific behaviours that work individually and together to influence child outcomes. Although specific parenting behaviours, such as reading aloud, may influence child development, looking at any specific behaviour in isolation may be misleading. Many researchers have noticed that specific parenting practices are less important in predicting child wellbeing than is the broad pattern of parenting. Most researchers who attempt to describe this broad parental setting rely on Diana Baumrind‟s concept of parenting style. The construct of parenting style is used to capture normal variations in parents‟ attempts to control and socialize their children (Baumrind, 1991).
There have been several studies done within and outside Nigeria on the effects of parenting style on the academic achievement of students. Research has found many factors that influence how well a student does in school and the amount of confidence the students have for themselves. However, in Nigeria, like other growing economies, families are finding it more difficult to stay connected with their children‟s education. This is most common to families living in mega cities such as Lagos where both parents work outside of the home. Carmen (2007) noted that the extended family has become significantly less extended as mobility has increased. Parents are becoming isolated from their children and finding it difficult to keep a careful watch on what needs to be done to help them succeed
Background to the Study
The background of the study includes the historical, conceptual and contextual background
Historical Background
Historically, parenting style can be traced as far back as 1800. Some 75 years ago approximately research has been investigating how individual differences in general parenting practices might influence child development rather than focusing on specific parent practices such as (breast vs. bottle feeding or physical punishment versus time out). These researchers have tried to identify the child development correlate of general cross-situational variation in general parenting approach often referred to as parenting style or dimensions.Historically, parenting style can be traced as far back as 1800. Some 75 years ago approximately research has been investigating how individual differences in general parenting practices might influence child development rather than focusing on specific parent practices such as (breast vs. bottle feeding or physical punishment versus time out). These researchers have tried to identify the child development correlate of general cross-situational variation in general parenting approach often referred to as parenting style or dimensions.
Special Needs Education in Cameroon actually started in informal settings especially in the family circle where parents could teach their local dialects, use local currency in buying and selling as it was one of the main occupations in the early days (Shey 2003).
Nsamenang (1996) in his sketch in a proposed study of disabilities in Cameroon, points out that historically education and care for children with disabilities is rooted in the community, church, and charitable organizations. Some special needs children with talents in Cameroon and indeed the world over have lived and died without education. Many have also lived and died, unknown and perhaps unwanted, the loss of their talents of the detriment of the society (Abang, 1981). This expectation is a bit difficult for persons with special needs due to their handicapping conditions. Educators and laymen alike having recognized the special needs of such children, youths and adults, have designed a number of programs (educational and non-educational) to give appropriate assistance in a variety of ways. Traditional beliefs, customs, and attitudes held by different ethnic groups in Cameroon have for a long time influenced the education and socialization of persons with special educational needs, Yuh & Shey (2008). In some parts of the country, children with disabilities were and are still denied their basic rights especially the right to go to school, communicate and interact with peers in spite of global movement towards universalization of access to schooling for all children (world‟s conference on education for all, Jomtien, Thailand, 1990; Salamanca conference on special need education, Spain 1994; millennium development goals, 2000). The right to education is clearly stated in the Universal Declaration of human rights (UNESCO, 1946); “everyone has a right to education”. The participants in the world‟s conference on education for all re-affirmed the right of all people to education, particularly, Basic education.
Conceptual Background
Conceptually Parenting is a complex activity that includes many specific behaviours that work individually and together to influence child outcomes. Although specific parenting behaviours, such as reading aloud, may influence child development, looking at any specific behaviour in isolation may be misleading. Many writers have noticed that specific parenting practices are less important in predicting child wellbeing than is the broad pattern of parenting. Most researchers who attempt to describe this broad parental setting rely on Diana Baumrind‟s concept of parenting style. The construct of parenting style is used to capture normal variations in parents‟ attempts to control and socialize their children (Baumrind, 1991).
The construct parenting style has been largely influenced by Baumrind‟ (1971) conceptualization of authoritarian, permissive and authoritative parenting styles with various characteristics such as maturity, communication styles, nurturance, warmth and involvement (Darling & Steinberg, 1993). Authoritarian parenting style suggested that children are expected to be submissive to their parent‟s demands, while parents were expected to be strict directive, and emotionally detached. Permissive parenting style like the name implies includes less parental restrictions or limits on the child The implication of this is that children are expected to regulate their own activities. Authoritative parenting style similar to authoritarian parenting entailed clear and firm directions to children. However, the difference between the two similar parenting styles lies in moderating discipline with warmth, reason, and flexibility as ensured by authoritative parenting. From the different types of parenting styles, Asian parents‟ studies have shown exhibit authoritarian parenting style.
The functions of parenting greatly influence how children develop (Arendell, 1997). One important task of parenting is the socialization of children. This task requires parental expectations and guidance that change with the development of the child to encourage positive child outcomes. The socially competent child can be described as possessing independence, social responsibility, strength, and achievement orientation, which is the drive to seek intellectual challenges and solve problems efficiently and with persistence (Baumrind, 1978). Achievement orientation is more simply described as motivation. The role of parenting cannot be overlooked when assessing the development of motivation in children (Kawamura, Frost, & Marmatz, 2002).
Special education means specially designed instruction, teachers, classrooms provided at no cost to children with disabilities and their parents in all setting. Individuals with Disabilities Education Act.(IDEA) stipulates that children with disabilities are to receive any related services necessary to ensure that they benefit from their educational experiences (such as; transportation, developmental correctives and other supportive services including speech and language pathology, the services of an audiologist, the services of a psychologists, the services of a physiotherapist, the services of an occupational therapist, the services of a rehabilitation counselor, and more) and it is the place of the government of each country to know and make provisions for these services (Cunningham and Davis 1998).
Parents of children with disabilities in America and other European country organized in order to lobby the government and policymakers for more appropriate social and educational services for their children (Michael et al, 2002). This principle is worthy of emulation.
The timid nature with which special education is evolving in Cameroon could be attributed to the following.
 Ignorance: Some educational authorities, teachers, and parents are not aware of the law on the protection of persons with disabilities in Cameroon.

 There is a gross lack of information and knowledge about various disabilities and visual impairment in particular.

 Also, there is a lack of trained personnel who can really advocate and take care of the needs of these persons with disabilities.

 There is also inadequate support from the government and other service providers and there is also the problem of high fees charged by special schools in the country since most of them are owned by private individuals.

As far as high education is concern out of the six state universities only the university of Buea faculty of education that offers a Bachelor and master degree program in special education and the department of linguistics in the university of Yaoundé I organized a sign language training course for linguistics students and others using the American sign language (Yuh and Shey 2008). Apart from these, there is no other higher institution that offers such programs. Even in the various teacher training colleges, nothing is done to train to specialize teachers even though Cameroon was a signatory to the declarations at Jomtien and Salamanca. They seem to have forgotten the assertions of the world education forum in Daka (200) that “education is a fundamental factor for sustainable development, peace and stability within and among countries and thus an indispensable means for effective participation in societies and economies of the twenty-first century which are affected by rapid globalization”
Because the effort for the provision of special education in Cameroon is more by religious bodies and individuals, we will join Tchombe (2008) to say, there is a high need for partnership in the educational offering. This call was the main bone of contention at the Jomtien.
Contextual Background
Contextually the Universal Declaration of Human Rights of 1946, made it out rightly clear that “everyone has a right to education” this declaration has been reaffirmed in different conferences all over the world like; the conference on education for all at Jomtien. Thailand 1990, the Salamanca conference on special needs education in Spain in 1994 and also in the Millennium Development Goals of 2000. These have played a vital role in the improvement of special education in Cameroon.
At Jomtien in Thailand, all participants reaffirm the right of all people to education. “This is the foundation of our determination singly and together to ensure education for all.
All governments’ worried, organization individuals, to join in this urgent undertaking. Thus basic learning needs of all can and must be met. We adopt therefore this world declaration on education for all meeting basic, learning needs to achieve the goals set forth in this declaration (UNESCO, Jombien, Thailand, 1990)”. It is worth noting that Cameroon was a signatory to these declarations and this alone changed the pace of special education in Cameroon.
In 1975, there was the creation of the ministry of social affairs. This was a great change in the perception of persons with disabilities in the country. This ministry in collaboration with the ministry of education worked to improve upon the education of persons with disabilities. This saw the establishment of certain institutions or special schools to serve persons with specific disabilities for example; the rehabilitation center for the blind at Bulu in Buea (Commonly Known as Bulu Blind Centre), the Cameroon Baptist Convention integrated school for the blind at Kumbo, the Saint Joseph’s Children and adult home at Mambuh Bafut.
These centers were created to train young Cameroonians with visual impairment on certain basic issues in life. Kanu (2006) hold that special education globally is directed towards providing remediation to academic, social-emotional, vocational, and personal problems faced by anyone with disabilities. She further stipulates that special education makes sure that, individuals with a disability do not get stranded because of the disability. She went ahead to state that with disability these individuals can still achieve their life’s dreams.
There is only one law in Cameroon which addresses the needs of persons with disabilities law NO 83/13 of July 1983 relating to the protection of the person with a disability.
Later in 1990, the condition for the implementation of this law was laid down in decree NO 90/1516 of 26th November 1990. These two documents form the foundation for strong government policy towards the education of persons with disabilities (Yuh and Shey 2008).
According to this law, three options were given concerning the type of education to be given to these groups of persons:

 Integration into ordinary schools

 Admission into special classes

 Admission into specialized institutions Article I of this law clearly states that ‘the education of children and young adults with disabilities shall be taken care of in regular and special school. In case of necessity, regular schools enrolling children with disabilities shall be provided with special teachers and didactic materials adapted to the children’s needs. (MINAS 1990)
To ensure the proper digestion of the law, the Ministry of National Education issued a circular letter NO 86/11658/MINEDUC/CRZ of January 13th, 1986 calling on all national education authorities to implement the 1983 law by giving priority to easing and facilitating the enrolment of children with disabilities in public and private schools (MINAS).
It is worth noting that the problem in Cameroon today is the lack of follow up and implementation of this policy (Yuh and Shey 2008).
Despite the timid response of the government towards the educational plight of persons with visual impairment, there has been however a lot of improvement. Children with visual impairment are being educated mostly in special school except for the government secondary school Bafut, where there is a high practice of inclusion. Most of the schools and special need centers are owed by missionary bodies, NGOs and lay private individuals. These institutions faced a serious shortage of trained and qualified staff and other basic requirements to effectively teach these children.
Today in our country, special education is a mandate, it merely exists. Most educators are not aware of the fact that persons with impairment ought to study alongside the normal in order to provide normal social interaction. The state should improvise a means of identifying children with disabilities and should work on improving their learning potentials. The school exists to promote literacy, personal autonomy economy selfsufficiency, personal fulfillment, and citizenship. Thus the government through the schools prepare all students not just the academically or physically capable to gain knowledge and apply what they learn in order to be productive workers and citizens. They should promote full participation for everyone regardless of race, cultural background, socio-economic status physical disabilities or mental limitations (Michael, Clifford and Winston 2002).
Statement of the Problem

Following the characteristic of children with a special need, which often makes the parent to protect them in all aspect of life it important that this children not only get attention from their teachers or tutors but also from their parents , guidance and the society at large. It is observe that many parents of such children (student) either pay very little attention to them or neglect their educational activities in the hands of their teacher which may be as a result of ignorance or negligence. Some parent doesn‟t even care about the schooling if such students they see it as waste of time and resources. This is accounted for the drop in the involvement in education of children with disability in Cameroon Nsamenng (1996). The problem of this study is how parents behave towards their children with special educational need and how this behavior affects their children‟s education it is for this reason that the researcher sought to investigate the influence of parenting styles on academic perforce of and children with special educational need in some selected schools in Buea municipality.
Objectives Of The Study: This study is guided by the following objectives

General objective
To investigate the influence of parenting styles on academic perforce of and children with special educational need in some selected schools in Buea municipality.
Specific Objective
1) To examine the impact of Authoritarian Parenting style and its effect on the academic performance of children with special educational need in some selected school in Buea municipality.
2) To investigate the effect of Authoritative Parenting style on the academic performance of children with special educational need in some selected school in Buea municipality
3) To find out the impact of Uninvolved Parenting style on the academic performance of children with special educational need in some selected school in Buea municipality?
Research Questions
General Research questions:
To what extent does parenting styles influence academic performance of children with special educational need in some selected school in Buea municipality?
Specific Research Question
4) To what extent does Authoritarian Parenting style on the academic performance of children with special educational need in some selected school in Buea municipality?
5) To how does Authoritative Parenting style influence academic performance children with special educational need in some selected school in Buea municipality?
6) To what extent does Uninvolved Parenting style influence academic performance children with special educational need in some selected school in Buea municipality?
Justification of the Study The rationale of this study was as such. This thesis has a practical and a scientific relevance. The most important is the scientific relevance because it will help in providing empirical information in identifying and explaining the various parenting style and it influence on the academic performance of children with special needs.
Significance of the Study:
This research work will seek to enlighten the general public, parents, teachers, and other stakeholders to what extent parental styles affect the education of children with special educational need as the researcher will conduct seminal with parents to enlighten them on how to take care of their children.
Parents: This study will create awareness on the role parent have in the education of children with special educational needs and prompt attention will be devoted to these children.
Children: The finding of this study will create awareness of the role of children with special need education in nation-building and also change their philosophy on how they see life, that their disability doesn‟t mean inability, disability conferences.

Teachers: This study will also create awareness to teachers so as to know the teaching strategies they will use when teaching those with a special educational need which is comfortable for them, meeting with parents.
Government: the study is to create awareness to the government for the provision of infrastructures that are needed for those with special educational need; the researcher will also go air to talk about inclusive education.
Scholars and academicians: The findings of this study can be useful to scholars and academicians who may wish to use parental styles affect the education of children with special educational need as a basis for further research on this subject, as this work will be published for others to read.