Independent Self-Care and Functional Skills of Children with Intellectual Disabilities: A Teacher-Parent Collaborative Anecdotal Reflection

Abstract

This qualitative phenomenological case study explored the development of self-care and functional skills among seven children with intellectual disabilities through teacher-parent collaboration at the Legazpi City Division SPED Center. Anchored on Bronfenbrenner's Ecological Systems Theory and Noddings' Ethics of Care Theory, the study documented teacher-parent reflections, classroom observations, parent feedback, and functional-skills monitoring to understand how independence is supported across school and home contexts. Data were gathered through semi-structured interviews, anecdotal reflections, observation checklists, and document analysis, then analyzed thematically. Findings revealed that learners demonstrated gradual but meaningful gains in self-care and functional routines such as handwashing, eating with utensils, organizing personal belongings, cleaning study areas, and assisting with simple household tasks. Three major themes emerged: unmet basic needs as barriers to independence, limited parental capacity and support, and structured support as a pathway to independence. The study generated the CARE-S Model, which emphasizes Connect and Create, Assess and Adapt, Respond and Reinforce, Empower, and Sustain as a practical framework for collaborative support. The findings affirm that independence among children with intellectual disabilities is gradual, relational, and context-dependent; it develops most effectively when school structures, family involvement, individualized strategies, and caring relationships work together. The study recommends the continued use and adaptation of the CARE-S Model in SPED and inclusive education settings to strengthen functional independence and transition readiness.