NAVIGATING Inclusion: Unveiling the Lived Experiences of Parents of Children with Special Needs in Mainstream CLASSES

Abstract

Inclusive education is centered on providing equal learning opportunities for students with special needs. However, parents of these children often encounter challenges. This phenomenological study explored the lived experiences of the parents of children with special needs who are enrolled in mainstream classes. Further, this study delved into their difficulties, coping mechanisms, and potential collaborations between the school and its stakeholders. Furthermore, in-depth interviews (IDI) were conducted with eleven parents from selected public elementary schools in Davao City. Subsequently, the data were analyzed using thematic analysis. The findings revealed that parents experience emotional strain, frustration over the lack of stakeholders’ support, and challenges in advocating for their children’s needs. Despite these challenges, they cope by embracing their children’s condition, seeking communal and familial support, and drawing strength from their religious beliefs. In addition, the study highlighted the significance of parent empowerment in fostering a positive experience in inclusive education. In relation to that, collaboration between parents and schools should be enhanced to build stronger support systems for children with special needs in mainstream education.