The purpose of this review was to investigate parental involvement in their children’s education in comprehensive public elementary schools. A qualitative case study was used to investigate the problem. A sample of two teachers and six parents of disabled children was selected using purposeful sampling. The data were gathered using a semi-structured interview guide and then analyzed thematically using Epstein’s (2001) six-dimension framework for parental involvement. Parents of children with disabilities participated more actively in parenting activities designed to encourage their children to attend school, according to the findings. On the other hand, it was discovered that there was very little communication between school principals, teachers, and parents. They didn’t routinely visit the schools to examine their kids’ schooling with directors and instructors. Additionally, very few parents of disabled children provided their children with home learning assistance; The majority of parents of children with disabilities were unable to do so because they lacked the necessary skills, had inaccurate perceptions, and were short on time. In addition, the results showed that, despite their increased indirect participation through the parent-teacher association, parental direct participation in the decision-making process was low. Last but not least, parents of children with disabilities in the study area did not support their children’s education by volunteering or participating in community activities. As a consequence of this, the schools need to organize discussions and trainings to assist parents of children with disabilities in comprehending and carrying out the numerous responsibilities they have. Based on observations, reports, and research, parental participation remains low, particularly in rural areas. This paper will look at the limits of parental/family involvement in the education of a child with a disability and suggest ways to get groups of kids with disabilities to take active roles in their education. This paper is expected to primarily assist strategy developers, educators, and everyone else involved in the implementation of custom curriculum rules and strategies.

Keywords: Intellectual Disability, Children’s Education, Semi-Structured Interview, Purposeful Sampling, Training.