Abstract
ABSTRACT The global shift to online learning during the COVID-19 pandemic presented unique challenges for learners with special educational needs (LSENs), particularly in terms of parental involvement, which has been insufficiently explored in previous research. Although existing studies have highlighted the critical role of parents in supporting their children's education, limited attention has been given to how parents specifically collaborate with special education teachers (SPETs) in online learning contexts. Thus, this study examines how parents provide aid to SPETs during online learning, focusing on six dimensions of parental involvement. Using a qualitative phenomenological approach, semi-structured interviews were conducted with five parents and five SPETs from public schools in the Philippines to capture their experiences. Results reveal that parents played a crucial role in establishing structured learning environments, maintaining communication with teachers, and participating in decision-making, though they faced challenges such as technological barriers and emotional strain. SPETs acknowledged parents’ contributions but emphasised the logistical challenges of delivering instruction online, indicating a divergence in perspectives. The study underscores the importance of stronger, more integrated support systems for parents in special education contexts, particularly in online and hybrid learning environments. Theoretical and pedagogical implications are discussed.
Published Version
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