2025 IJRSE – Volume 14 Issue 17
Available Online: 12 December 2025
Author/s:
Tigue, Florelyn A.*
Consolacion Central Elementary School, Cebu Province Division, Philippines (flotigue08@gmail.com)
Delos Reyes, Niña Rozanne T.
Cebu Technological University-Main Campus, Philippines (ninarozanne.delosreyes@ctu.edu.ph)
Pinili, Lilibeth C.
Cebu Technological University-Main Campus, Philippines (pinilibeth@gmail.com)
Espina, Raymond C.
Cebu Technological University-Main Campus, Philippines (raymondespina808@gmail.com)
Capuno, Reylan G.
Cebu Technological University-Main Campus, Philippines (reylscap76@gmail.com)
Cabigon, Ann Frances P.
Cebu Technological University-Main Campus, Philippines (annfrances.cabigon@ctu.edu.ph)
Añero, Marjorie B.
Cebu Technological University-Main Campus, Philippines (marjorie.anero@gws.ctu.edu.ph)
Abstract:
This study examined the extent of parents’ expectations and concerns regarding the inclusive education of their children with special needs at Consolacion Central Elementary School during the 2025–2026 school year, providing a basis for a proposed Action Plan. Specifically, it investigated the demographic profile of parents, including educational attainment, number of children, monthly household income, and the special needs or disability category of their children. The study also sought to determine the levels of parental expectations and concerns and to examine whether significant relationships existed between parents’ demographic profiles and their expectations and concerns, as well as the relationship between expectations and concerns themselves. Data were collected from 30 parent respondents using structured survey questionnaires and analyzed using descriptive statistics, including frequency, percentage, weighted mean, and standard deviation. Analysis of variance (ANOVA) tested the relationships between parental demographic characteristics and both expectations and concerns, while Pearson’s correlation examined the association between parental expectations and concerns. Findings revealed that most parents had completed high school, came from low-income households, and their children primarily had hearing impairments or autism spectrum disorders. Parents exhibited very high expectations for academic performance, emotional resilience, and a sense of belonging, while their primary concerns focused on academic standards and individualized support. Demographic characteristics did not significantly influence expectations or concerns, but a very strong positive correlation was observed between parental expectations and concerns. The study concluded that parents consistently value both their children’s academic and socio-emotional development, highlighting the need for targeted strategies. Consequently, an Action Plan is proposed to enhance teacher capacity, strengthen parental engagement, and improve inclusive education practices tailored to children’s needs.
Keywords: special education, descriptive correlation, inclusive education, parents’ expectations and concerns, action plan
DOI: https://doi.org/10.5861/ijrse.2025.25324
Cite this article:
Tigue, F. A., Delos Reyes, N. R. T., Pinili, L. C., Espina, R. C., Capuno, R. G., Cabigon, A. F. P. & Añero, M. B. (2025). Understanding parents’ expectations and concerns toward the inclusive education of their children with special needs. International Journal of Research Studies in Education, 14(17), 283-298. https://doi.org/10.5861/ijrse.2025.25324
*Corresponding Author