The Relationship Between Family Support and Academic Performance of Children With Disabilities at Hand in Hand Uganda

Abstract

This social work research, with the aim of promoting social change, problem solving in human relationships, and the empowerment and liberation of people to enhance their wellbeing, focused on the relationship between the family support and the academic performance of children with disabilities at Hand in Hand Uganda. This research was guided by the following objectives; To describe the forms of family support provided to children with disabilities, to assess the family financial support provided to the children with disabilities and its effectiveness on the academic performance, and to suggest strategies to improve on the academic performance of the children with disabilities at Hand in Hand Uganda. This research utilized the ecological systems theory by Urie Bronfenbrenner, which suggests that an individual development is influenced by a series of interconnected environmental systems. Qualitative data was collected and content analysis, where social work literature in line with the research topic were critically reviewed and examined. To substantiate on the findings, the researcher interviewed two key informants at Hand in Hand Uganda. The forms of support provided include; physical, financial, emotional, moral supports systems, talk therapy and routine checkup. The financial support involves the payment of the school fees dues, purchase of scholastic materials, transportation of the pupils to and from school. However, this financial support depends on the financial status of the parents. The strategies include; implementation of the policies in place, collaboration between teachers, children, and the parents, infrastructural development, and inclusive education. In conlusion, Social workers ought to advocate, empower, and collaborate with the parents, teachers, and children and other organizations.