Familial Support System and Program Delivery of Students with Special Needs: Basis for Intervention Plan
DOI:
https://doi.org/10.5281/zenodo.21876858Keywords:
familial support system, program delivery, students with special needs, inclusive education, home-school collaboration, intervention planAbstract
This study assessed the familial support system and program delivery for students with special needs and used the findings as the basis for an intervention plan. A descriptive research design was employed with 240 respondents from selected public elementary schools in the Schools Division Office–Manila, consisting of five school administrators, 45 Special Education teachers, 174 receiving teachers, and 16 parents. Data were gathered through a researcher-made survey instrument and analyzed using percentage, weighted mean, analysis of variance, and Pearson product-moment correlation; Slovin’s formula was used in determining the sample for receiving teachers. Findings showed that familial support was generally evident across academic, social, economic, life skills, cultural, and spiritual dimensions, with parents consistently giving higher assessments than school personnel and significant differences observed across respondent groups. Program delivery was highly delivered in socio-emotional, aesthetic and creative, and behavioral development, while the cognitive domain was delivered. Most relationships between familial support and program delivery were not significant; however, economic support and spiritual support were significantly associated with the cognitive domain. Problems in both familial support and program delivery were generally least encountered. The study concludes that family support and school program delivery are both important but not uniformly aligned across stakeholders. The proposed RISE Intervention—Reinforcing Inclusive Support Through Family Engagement—provides a structured basis for strengthening home-school collaboration and holistic support for learners with special needs.
Downloads
References
Agbayani, J. R., & Singson, M. P. (2024). Parental involvement in students’ academic performance and life skills: A basis for collaborative training program. International Journal of Research in Social Sciences, 14(4), 214–229.
Ahmad, S. Z. (2023). Collaborative models: Examining the efficacy of family-school partnerships in individualized education program (IEP) outcomes for students with autism spectrum disorder [Doctoral dissertation, University of California, Riverside]. ProQuest Dissertations and Theses Global.
Ancheta, O., & Casem, R. Q. (2025). Parental support: Its influence to the learners’ academic performance. Journal of Interdisciplinary Perspectives, 4(3), 82–95.
Avital, D., & Ben Shlomo, S. (2026). The role of attachment in emotional support provision in adult child–parent relationships: A dyadic response surface analysis. Behavioral Sciences, 16(1), 106. https://doi.org/10.3390/bs16010106
Bautista, R. J., & Mendoza, L. C. (2024). The role of familial support systems in the academic and emotional resilience of Filipino learners: A mixed-methods analysis. International Journal of Multidisciplinary Educational Research and Innovation, 2(1), 45–58.
Bendijo, M. J., Pinili, L., Mangubat, R., & Calasang, V. (2025). Influence of family attributes on academic outcomes for children with special educational needs. International Journal of Social Sciences and English Literature, 9(1), 34–38.
Caparas, M. V., & Atienza, C. J. (2024). Social support and mental health: The mediating role of perceived stress. Frontiers in Psychology, 15, 1330720. https://doi.org/10.3389/fpsyg.2024.1330720
Carter, L. M., & Jenkins, R. B. (2022). ‘We are the bridge’: A phenomenological study of low-income parents navigating special education program delivery systems [Master’s thesis, University of Texas at Austin]. ProQuest Dissertations and Theses Global.
Del Rosario, M. K., & Santos, P. L. (2024). Perceived social support and its relationship to the quality of life among Filipino young adults: A correlational study. Journal of Interdisciplinary Perspectives, 2(4), 182–195.
Esplana, M. K. S. (2022). Parental involvement, essential life skills, struggles and coping strategies in assisting primary pupils. International Review of Social Sciences Research, 2(3). https://doi.org/10.53378/352905
Garcia, A. M., & Tolentino, E. J. (2024). The impact of familial economic scaffolding on the academic resilience of Filipino tertiary students. International Journal of Multidisciplinary Applied Business and Education Research, 5(2), 412–425.
Hassani, S., & Schwab, S. (2021). Social-emotional learning interventions for students with special educational needs: A systematic literature review. Frontiers in Education, 6, 808566. https://doi.org/10.3389/feduc.2021.808566
Juguilon. (2023). Impact of family support system in the academic performance of Grade 3 pupils at a public elementary school in Rizal, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(1), 174–187. https://doi.org/10.11594/ijmaber.04.01.16
Liquigan, R. M. (2025). The influence of home environment and social support on motivation to learn of senior high school students. International Journal of Innovative Science and Research Technology, 10(4).
Macalino, M. D. (2021). Transitional challenges and proposed psychoeducational strategies for learners with special needs [Master’s thesis, De La Salle University]. https://animorepository.dlsu.edu.ph/etdm_elmd/4
Magallanes, K. R., & Tanhueco, L. M. (2024). Perceived social support and psychological well-being among Filipino students: A correlational study. Journal of Interdisciplinary Perspectives, 2(1), 55–68.
Paderes, K. J., & Marasigan, L. V. (2024). Family support and career decision self-efficacy among senior high school students: Basis for a life skills enhancement program. Journal of Psychology and Social Sciences, 3(1), 115–128.
Pascual, N. T. (2024). Predictors of career decision self-efficacy among senior high school students: The role of family support and life skills modeling. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 882–895.
Reyes, J. D., & Reyes, J. B. (2023). Effect of social support from family on an individual’s loneliness when mediated by one’s sense of belongingness. International Journal of Advances in Social and Economics, 5(1).
Santos, M. L. (2021). The role of family economic support in the academic performance of senior high school students in the Philippines. Journal of Philippine Education and Development, 5(2), 45–60.
Sayeski, K. L., Reno, E. A., & Thoele, J. M. (2022). Specially designed instruction: Operationalizing the delivery of special education services. Exceptionality. https://doi.org/10.1080/09362835.2022.2158087
Sinco, R.-M. F. (2022). Cultivating family empowerment in schools: The experiences of marginalized families in special education [Honors thesis, Colby College]. Digital Commons @ Colby. https://digitalcommons.colby.edu/honorstheses/2360
Taher, M., Abedi, M., & Pourahmadi, E. (2025). Exploring the role of perceived social support and spiritual well-being in predicting the family caregiving burden among the parents of disabled children. BMC Public Health, 25(1), 567. https://doi.org/10.1186/s12889-025-21654-2
Wang, Q., & Li, H. (2025). Family support more strongly associated with academic performance in collectivist and economically less developed societies. Personality and Individual Differences, 238, 113118. https://doi.org/10.1016/j.paid.2025.113118
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
