Family Perception, Support and Participation of their Child's Special Needs Education in Collaborative Learning Communities

Abstract

This study explored the perspectives, support, and involvement of Filipino parents in the special education of their children within integrated learning environments at Dampas Elementary School. Using a descriptive-correlational research design, data were collected from 28 parents and 27 teachers through structured questionnaires. The findings revealed that Filipino parents generally held positive views on inclusive education, especially in terms of socialization and academic success for children with special needs. However, parents showed less acceptance of Individualized Education Plans (IEPs) and modifications. In terms of support, parents were more engaged in providing emotional support and advocating for their children’s rights, but their involvement in technical areas, such as seeking external services and collaborating on IEPs, was less consistent. Parental involvement was moderate, with active participation in parent-teacher conferences and communication with teachers, but less engagement in school-based management committees or community advocacy. A significant positive correlation was found between parents’ perspectives on inclusive education and their level of involvement and support, although discrepancies between how parents and teachers perceived involvement pointed to the need for improved communication and collaboration.

This research highlights the crucial role of parental involvement in the success of inclusive education. While Filipino parents demonstrated strong support for inclusive education, particularly regarding socialization and academic benefits, their engagement in more specialized areas like IEPs and seeking external services was limited.