Family Involvement in the Special Education Program of West City Central School, Cagayan de Oro City, Philippines

Abstract

A better-quality education and meaningful school environment are achieved when families-teachers-community collaborated as one for a common goal. The study aimed to assess the family involvement in educating the school learners with special needs. This was focused at West City Central School, West I District, Cagayan de Oro City to determine whether the school met the state standards; the existence of a written school policy for families; how families were accepted and treated; and the barriers to families' involvement. A survey research design was used to achieve the objectives. There were 47 respondents: forty (40) parents and seven (7) teachers of the learners with special needs using Random sampling. Survey questionnaires were administered to the respondents and qualitativequantitative data analyses were employed. The findings revealed that families were given opportunities to be involved in school programs and activities; diverse families were welcomed; there were minimal opportunities on family education and training; few school policies were created and explained to the families; and not all families' needs and state standards were met. The recommendations were families should receive adequate and relevant education workshops/trainings; regular family-teacher conferences; and increase the family involvement opportunities in all aspects.

Creating Connections of Support: Assessing the Critical Role of Family Conflict and Involvement in Special Education Programs

“…Families provide emotional and financial support, advocacy, and encouragement in addition to academic support which is critical for children to reach their full potential. In a research study in Cagayan de Oro, families were given opportunities for involvement in school programs and activities; diverse families were welcomed; there were few opportunities for family education; only a few school policies were created and explained to the families; no written policies related to the SPED program were given and thoroughly explained to teachers and parents; and not all families' needs were met, stated by Presente (2021). The lack of understanding about the impact of both family conflict and involvement on academic and social-emotional outcomes for learners with disabilities in special education programs, can greatly affect both families and children.…”