International Journal of Social Sciences and English Literature

Parental Strategies and Difficulties in Managing Children with Special Educational Challenges

2025-04-04T05:04:50+00:00

This study explored the lived experiences, parenting practices, and challenges faced by parents of children with Special Educational Needs (SEN), specifically focusing on those with autism spectrum disorder (ASD). Using a qualitative phenomenological design, the research gathered insights from ten parents enrolled at a Special Education (SpEd) center in Tagbilaran City. Findings revealed that parents play a crucial role in supporting their child’s learning, emotional development, and social engagement through personalized routines, structured learning, and unconditional care. However, the study also uncovered significant challenges, including emotional stress, financial burdens, limited time, and difficulty in accessing adequate resources and services. Themes such as the journey of acceptance, resilience, and the importance of emotional and institutional support emerged as central to the caregiving experience. The study highlights the need for collaborative educational practices, accessible support systems, and inclusive programs that empower parents and enhance the well-being of children with SEN.

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

2025-04-04T05:07:38+00:00

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.

Employing Digraph Approach in Reading Development of Primary Students in Assistance, Inclusion, Mentoring (Aim) Program

2025-04-07T16:22:49+00:00

This study investigated the effectiveness of the digraph approach in enhancing the reading development and engagement of primary students enrolled in the Assistance, Inclusion, Mentoring (AIM) program at the English Modern School in Doha, Qatar. Utilizing a quantitative research design, the study involved 20 purposively selected students from Years 4, 5, and 6, all of whom demonstrated below-grade-level reading proficiency. Pre-test and post-test assessments were administered to evaluate students’ decoding, comprehension, and recognition of digraphs. The intervention included targeted instruction using validated materials such as worksheets, flashcards, games, and leveled readers during 25-minute pull-out sessions. Results revealed a significant improvement in students’ post-test scores, with 95% reaching the advanced proficiency level, supported by a computed t-value of 7.422 and a p-value of 0.000. Engagement data also indicated high levels of motivation and satisfaction with the digraph activities. The findings suggest that the digraph approach is an effective instructional strategy for improving reading outcomes in inclusive settings and can play a critical role in supporting struggling readers' literacy development.