Abstract
This study investigated the relationship between parental involvement and perceived educational quality within the inclusive education landscape of Cebu, Philippines.
Utilizing a correlational research design, data were gathered from 150 purposively selected parents of learners with special needs. Statistical analysis revealed a great overall extent of parental involvement (xˉ=3.37) and a corresponding high perception of educational quality (xˉ= 3.35). Notably, inferential statistics established a pervasive and significant positive relationship across all dimensions (p = 0.000), with the strongest correlation found in Quality Content (rho = 0.657).
While parents demonstrated robust commitment to home-school continuity, significant gaps were identified in community-based advocacy and assistive technology access. These findings suggest that parental engagement is not merely a supportive activity but a critical functional input for quality assurance in special education. The study culminates in the Collaborative-Functional SPED Partnership Framework, a strategic model designed to transition parents from passive participants to empowered advocates. By formalizing community linkages and capacity-building, this framework provides a scalable approach to improving long-term vocational outcomes and systemic inclusivity in diverse educational settings.
Keywords: Special education, inclusive education, parental involvement, educational quality, school-home partnerships, SPED partnership framework, Cebu Sped schools
https://doi.org/10.65494/pinagpalapublishing.143
