Parents' Custodial View, Support and Involvement in Disability-Focused Learning within Diversified Academic Spaces
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Abstract
This study explored the perspectives, support, and involvement of Filipino parents in the special education of their children within integrated learning environments at Tagbilaran City College. Using a descriptive-correlational research design, data were collected through a structured questionnaire administered to 25 parents and 25 teachers. The research aimed to understand parents' attitudes toward inclusive education, their level of involvement in their child’s special education, and the support they provided.
The findings showed that parents generally held positive perspectives on inclusive education, particularly regarding socialization and academic success. However, they expressed moderate satisfaction with the quality of special education services, highlighting concerns about resource availability. Parents were more engaged in home-based support, such as assisting with homework, but less involved in school-based activities like advocacy and decision-making. A positive correlation was found between parents' perspectives and their level of involvement and support for their children's education.
The study emphasized the importance of fostering positive parental attitudes and improving communication between parents and teachers. By addressing concerns about the quality of services and creating more opportunities for parental involvement in school activities, the effectiveness of inclusive education could be enhanced, ultimately benefiting students with special educational needs.
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