Inclusive Education: Exploring Practices and Challenges in Handling Learners with Special Educational Needs

Rowena Padreganda (), Lilibeth Pinili (), Danilo Cebe () and Janine Joy Cañete

International Journal of Educational Studies, 2025, vol. 8, issue 3, 22-35

Abstract: This qualitative-phenomenological study explores the lived experiences, parenting practices, and challenges of parents in managing the educational and developmental needs of children with special educational needs (SEN), particularly those with Autism Spectrum Disorder (ASD). Conducted in Tagbilaran City, Bohol, ten parents were purposively selected to share their insights through semi-structured interviews. The findings revealed five key themes: (1) navigating guidance and support, (2) parental concerns for a child’s future, (3) embracing learning differences, (4) managing financial responsibilities, and (5) cultivating patience and resilience in parenting. Results showed that while parents consistently advocate for their children and implement strategies such as tutoring, routine building, and therapy coordination, they also struggle with emotional stress, financial strain, and limited access to inclusive educational services. Thematic analysis emphasized the need for stronger parent-teacher collaboration, early intervention programs, community awareness, and sustained government support. The study concludes that empowering parents through training and targeted resources is vital for the holistic development of SEN learners.

Keywords: Autism spectrum disorder; Early intervention; Inclusive education; Parental involvement; Parenting challenges; Special educational needs. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:ajo:ijoest:v:8:y:2025:i:3:p:22-35:id:363

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