Parents’ Perceptions of Special Needs Education in Zambia: Digital Advocacy, AI-Assisted Support, and the Path to Inclusive Parental Engagement

Makai Mwila Nelly, Dr. Siyumbwa Costa

Special Needs Education; Parental Perception; Disability; Zambia; AI-Assisted Support; Inclusive Education; Parental Engagement.

Parental engagement in the education of children with special educational needs is a critical determinant of educational outcomes, social inclusion, and family well-being for children with disabilities and developmental differences. In Zambia, parental perceptions of special needs education including its value, accessibility, and cultural acceptability significantly shape whether children with special needs are enrolled in appropriate educational programmes or excluded from formal schooling. This article investigates parental perceptions of the importance of special needs education in selected Zambian schools, contextualising findings within global scholarship on AI-assisted parental support platforms, digital advocacy networks, and disability-inclusive educational governance. Drawing on a mixed-methods survey of parents of children with special educational needs, findings reveal that parental attitudes toward special needs education are predominantly positive but constrained by limited knowledge of available services, cultural stigma associated with disability, financial barriers to specialised provision access, and inadequate school-parent communication. The article argues that AI-powered information platforms, digital parental advocacy networks, and community-based disability support systems offer transformative pathways for enhancing parental engagement and expanding access to quality special needs education. Policy recommendations are presented.

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