Practices and Challenges of Parents in Handling Learners with Special Educational Needs in Inclusive Education

Abstract

This study explored the lived experiences, parenting practices, and challenges faced by parents of children with Special Educational Needs (SEN) at San Isidro Elementary School in Tagbilaran City, Bohol. Utilizing a qualitative phenomenological design, the research aimed to understand parents' emotional responses, coping mechanisms, and involvement in their children’s educational development. Ten parents participated through purposive sampling, and data were collected using a validated five-part interview guide. Interviews were conducted in Cebuano and translated into English for analysis. Thematic analysis revealed five major themes: guided support and collaboration, emotional stress, communication difficulties, learning support needs, and parental aspirations. Findings highlighted the importance of consistent parental involvement, emotional encouragement, and partnership with educators in fostering academic and personal growth in children with SEN. Despite systemic and emotional challenges, parents demonstrated resilience and resourcefulness in advocating for their children. The study emphasizes the need for inclusive policies, strengthened school-family collaboration, and context-specific support systems to empower families and enhance educational outcomes for children with SEN.