Community and Family Influences on the Completion of Schooling of Students with Special Needs in Islamiyyah Schools in Southwest, Nigeria:

Yahya Isiaq Oluwatosin; Sanni Hajarah Monisola; Oyelami Monsurat Lolade; Animashaun Uthman Adekunle

doi:10.52968/5609768

Yahya Isiaq Oluwatosin Department of Language, Arts and Social Science Education, Lagos State University, Nigeria
Sanni Hajarah Monisola Department of Educational Foundation and Counselling Psychology, Lagos State University, Nigeria
Oyelami Monsurat Lolade Department of Educational Management, Lagos State University of Education, Oto/Ijanikin, Lagos State.
Animashaun Uthman Adekunle Department of Language, Arts and Social Science Education, Lagos State University, Nigeria.

Keywords: Community, Family, Completion of schooling, Islamiyyah schools, Students with special needs, Southwest Nigeria

Abstract

This study examines the community and family influences on the school
completion of students with special needs in Islamiyyah schools across
Southwest Nigeria. It explores the factors contributing to successful school
completion, the impact of parental and community support, and the differences
in stakeholder perceptions. Using a mixed-methods research design (Convergent
Parallel Design), qualitative and quantitative data were collected simultaneously
from teachers, school administrators, students with special needs, parents,
community leaders, and religious leaders across 17 Islamiyyah schools. A
combination of purposeful and disproportionate sampling selected 170 students,
34 teachers, 17 administrators, and 90 community respondents. Data collection
involved focus group discussions and self-constructed questionnaires, with
reliability ensured through expert reviews and a pilot study that yielded strong
Cronbach’s alpha scores. Ethical considerations, including informed consent and
confidentiality, were prioritised, and inclusive measures such as sign language
and assistive reading tools ensured full participation. Findings showed that family
support, peer relationships, accessible learning materials, and community
involvement significantly influence school completion. However, inconsistent
advocacy, limited community programmes, and resource gaps highlighted the
need for structured efforts. Differences in stakeholder perceptions also revealed
the importance of collaborative engagement. The study recommends fostering an
inclusive school environment, structured advocacy programmes, and stakeholder
forums to bridge perception gaps and promote better educational outcomes for
students with special needs. These efforts are crucial for academic and spiritual
growth.