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Student Research

Abstract

This study explored parental support for inclusive education for learners with special education needs, aiming to understand the level of assistance parents provide in academic, emotional, and physical aspects. The study investigated the types of special needs learners commonly observed at Lapu-Lapu City Central Elementary School and the challenges and coping mechanisms experienced by parents, utilizing frequency and ranking analysis, weighted mean calculations, and thematic content analysis to interpret the data. Results indicate the significant prevalence of autism spectrum disorder among learners with special needs and the varying levels of parental support across different need categories, implying the parents showed positive and highly supportive attitudes in areas where the children needed the most by considering their type of learners with special education needs, highlighting the importance of tailored assistance for each aspect of a child's development. However, parents also face challenges such as emotional distress, communication difficulties, behavioral challenges, and fear of bullying and negative treatment, which they address through coping mechanisms like emotional support and patience, communicating with teachers and schools, providing encouragement, and trust in God and the school environment. In conclusion, parents' support does matter to the type of learner with special education needs. It also emphasizes the significance of parental involvement in promoting inclusive education for learners with special needs. Recommendations include enhancing parental support such as collaboration with educators and therapists, establishing routines at home, advocating for inclusive education, encouraging hands-on learning experiences, multi-sensory teaching at home, and encouraging self-confidence that further empowers parents in facilitating their children's educational journey towards inclusivity.

Keywords

Parental support, Inclusive education, Special education needs

Research Information

Classification
Thesis
Research Type
Student Research
Year Completed
2024
DOI
Not specified
Publisher
Not specified
Pages
Not specified
ISSN / ISBN
Not specified

Sustainable Development Goals

SDG 4: Quality Education

Department / Program

Bachelor of Elementary Education

Cordova Public College