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 and practices 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 qualitative-quantitative 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.
KEYWORDS
Special Education, case study, parents’ involvement, family relationships, descriptive design, Philippines