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Claire Ceniza-Tejero
Abstract
This qualitative research aimed to uncover the experiences of 15 parents in the inclusive education system in Danao City, Cebu. Using a qualitative phenomenological method, the study employed semi-structured interviews to examine the empowering experiences, parental involvement, and system-level obstacles faced by families of children with special educational needs. Employing thematic analysis, results indicated that inclusion is a crucial platform for Visibility and Social Recognition, which provides a sense of dignity through social engagement. Validation Through Social Modeling was a major success factor, where children learned adaptive behaviors through observation of typical peers. However, the study also revealed major obstacles, such as Instructional and Curricular Challenges and Environmental Inadequacies, mostly caused by high student-teacher ratios and a one-size-fits-all curriculum. Parents described their involvement as Proactive Navigators and Strategic Advocates, who did extensive remedial work to fill the gap between standardized school materials and their children’s needs. In conclusion, by moving beyond academic competition to appreciate individual development, schools can create a more sustainable and understanding environment. The significance of improving cooperation between schools and parents in promoting effective inclusive practices is highlighted in this study. Recommendations include continuous teacher training, better implementation of inclusive education policies, and the development of programs that involve parents in educational planning. The emphasis on parental voices in this study offers important information on how inclusive education can be improved to better serve children with special needs in local schools. https://doi.org/10.5281/zenodo.21468252
Keywords
Inclusive education, children with special needs, parental experiences, parental advocacy, mainstream classrooms, barriers and facilitators
full textpdf
Journal: World Journal on Education and Humanities Research Unveiling Parental Perspectives and Roles: A Thematic Analysis on Advancing Inclusive Education for Children with Special Needs Volume (Issue): 6(2) https://doi.org/10.5281/zenodo.21468252 Pages:13-39 Published: 07-21-2026Published: 1-2026 (c) Claire Ceniza-Tejero Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite Tejero, C. (2026). Unveiling Parental Perspectives and Roles: A Thematic Analysis on Advancing Inclusive Education for Children with Special Needs. World Journal on Education and Humanities Research 6(2), 3-39.https://doi.org/10.5281/zenodo.21468252
Final Submission Date: 10th June 2026
Acceptance Notification Date: June 2026