It was intended to investigate the status of parents' involvement in three schools forrnthe hearing impaired and the need for parental empowerment. Data sources werernparents, teachers and principals . The basic /research/ questions investigate issuesrnsurrounding the part parents of hearing impaired children (PHIC) play in schools , thernendeavor of the school (teachers and principals) to build the capacity of parents forrninvolvement and the channels in operation for parent-school communication . Therninstruments used were sets of interview guides, focus-group discussion and a checkrnlist. The data gathered were analyzed qualitatively in the main, except for the use ofrnnumbers and percentage in a part of it. The finding was that: 1) the effort of staff tornraise parental participation in schools is insignificant. 2) parental interaction withrnschool (by way of commenting, suggesting etc) on issues of their children was foundrnto be low. 3) the channels connecting the school with parents are loose. Generally,rnonly staff, are involved in the education of CWHI in school.rnThe implication is that the administration should conduct awareness creation/raisingrnprograms for parents on their role in the education of the children with hearingrnimpairment. The staff, moreover, has to empower parents to involve in meetings,rnconferences , seminars to suggest, or comment, etc about the education of theirrnhearing impaired children. To this end, of course, teachers and administration shouldrndevise feasible parent-school/teacher communication channels . Moreover, the staffrnneeds to help parents foster the experience and courage of classroom visit. Abovernall , it is highly invaluable that parents are empowered toward exercising their rightsrnThe Ministry of Education should technically collaborate with the organizationsrnfinancing the schools, especially in staff professional up-grading which seems torntolerate no more delay