Parent-child relationship, school environment, parental stress and perceived social skills in children with learning disabilities in inclusive schools in Abuja, Nigeria

Learning disabilities are disorders that affect the ability to understand, use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Children with learning disabilities face unique social problems different from those children with other developmental disabilities. Children with learning disabilities deficient in social skills present substantial challenges for themselves, schools, teachers, parents, and peers. These challenges cut across disciplinary, educational and interpersonal domains which frequently caused them to experience a crisis at home, in school and in community environments. Home, the school and the community play crucial roles in the development of social skills of children with learning disabilities in every nation of the world. Grounded on the Bronfenbrenner’s Bio-ecological Model of Human Development and Bowlby’s Attachment Theory, this study examined the relationship between parent-child relationship, school environment, parental stress and perceived social skills of children with learning disabilities in Abuja, Nigeria. The present quantitative study utilized a correlational research design. Data for this study were gathered from 314 parents of children with learning disabilities (aged 12 to 18 years) in inclusive basic schools across the six Area Councils of Abuja. A stratified sampling technique was used to select the respondents who answered the self-administered questionnaires. The data were analyzed using descriptive and inferential statistics. Results showed moderate parent-child relationship, a fair level of the school environment and moderate parental stress. The findings of the study also revealed a significant relationship between the parent-child relationship, school environment and parental stress with perceived social skills of children with learning disabilities. The multiple regression analysis showed that the school environment was the most influential predictor of the perceived social skills of children with learning disabilities. As for the mediation analysis, parental stress was found to have a partial mediation effect on the relationship between parent-child relationship, school environment, and perceived social skills of children with learning disabilities. This study implies the importance of a positive parent-child relationship, a conducive school environment and low parental stress in the development of social skills of children with learning disabilities. Some recommendations to promote the social skills of children with learning disabilities were emphasized, including those aimed at enhancing parent-child relationship, promoting a supportive school environment, reducing parental stress as well as the top to bottom government agencies’ roles in conducting intervention programs to facilitate the development of social skills and well-being of children with learning disabilities

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