A Hermeneutical Phenomenological Research on Developing Independent Living Skill in Children with Special Needs through Collaborative Educational Efforts

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This research focused to explore a collaborative approach in children with special needs, emphasizing the involvement of all stakeholders within educational institutions, including principals, classroom teachers, subject teachers, and parents. Using a phenomenological approach, the study sought to understand how this collective effort contributes to fostering their independent living skill. The research involved a sample of 1 principal, 6 teachers, and 10 parents, offering diverse perspectives on the roles and responsibilities of each stakeholder in cultivating independence. The research reported that developmental process was supported through three key phases: firstly, pre-learning activities involving routine habits outside the classroom; secondly, during learning sessions using prompts, regular and consistent repetition, independence training and continuous verbal reinforcement; and thirdly, post-learning activities involving relaxation routines outside the classroom. It was also reported that the success of this process relied on thorough supervision, which included establishing independence standards, structured activity monitoring, and collaboration with parents. However, challenges such as parents’ inability to maintain school-established routines at home and issues with school attendance often delay the progress of independence training. To address these challenges, educational institutions should implement collaborative strategies to guide and remind parents to consistently practice these routines and reinforce discipline at home.