Involvement of Indigenous Parents in Inclusive Education (IE) Practices

Jocelyn Belandres; ANDRIAN DELA CRUZ

doi:10.18535/sshj.v8i09.1308

Abstract

Descriptive phenomenology was used to determine Indigenous parent involvement in inclusive education (IE) practices. Data were collected through an interview with parents belonging to the various tribes in Abra, Philippines and whose children were enrolled in the Abra SPEd Center, which were thematically analyzed using the data explication method of Colaizzi (1978). The study shows that they view IE as a critical tool for equal opportunities for all learners. They advocate for fair access to education and a diverse environment, despite external barriers such as time constraints, conflicting responsibilities and cultural differences. However, their commitment to IE is decreasing due to logistical, time, and home commitments, which affect the effectiveness of IE practices. The themes of quality education for all, inclusive learning environment and equitable education for students with disabilities were identified. However, external issues such as time constraints, conflicting responsibilities, and cultural differences hinder parental engagement in IE practices.

Keywords

EntrepreneurshipEntrepreneurial IntentionEntrepreneurial InfluenceStudent EntrepreneursEntrepreneurial Engagement

References

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[refR-2] https://files.eric.ed.gov/fulltext/EJ1075838.pdfGoogle Scholar ↗

[refR-3] Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. https://doi.org/10.1016/0749-5978(91)90020-TDOI ↗Google Scholar ↗

[refR-4] Alghazo, Y. (2013). The theory of planned behavior and parental involvement: A theoretical framework for narrowing the achievement gaps. International Journal of Science and Research, 5(4), 570-572. https://www.ijsr.net/archive/v5i4/NOV162664.pdfGoogle Scholar ↗

[refR-5] Allen, R., & Steed, E. A. (2016). Culturally responsive pyramid model practices: Programwide positive behavior support for young children. Topics in Early Childhood Special Education, 36(3), 165–175. https://doi.org/10.1177/0271121416651164DOI ↗Google Scholar ↗

[refR-6] Ashman, A. (2015). Education for inclusion and diversity. Pearson Australia. https://catalogue.nla.gov.au/catalog/6389784Google Scholar ↗

[refR-7] Auerbach, S. (2012). School leadership for authentic family and community partnerships: Research perspective. Taylor & Francis.Google Scholar ↗

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[refR-9] Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26(2), 161– 184. https://files.eric.ed.gov/fulltext/EJ1124003.pdfGoogle Scholar ↗

[refR-10] Bowes, J., & Grace, R. (2014). Review of early childhood parenting, education and health intervention programs for Indigenous children and families in Australia. Issues paper no. 8. Produced for the Closing the Gap Clearinghouse. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies. https://nla.gov.au/nla.obj-772800824/viewGoogle Scholar ↗

[refR-11] Cayabyab, J. T. (2023). Implementation of inclusive education: A Region-wide Study in the Philippines. Journal of Marketing Management and Consumer Behavior, 4(3). https://www.researchgate.net/publication/350609667_Implementing_inclusive_education_in_the_Philippines_College_teacher_experiences_with_deaf_studentsGoogle Scholar ↗

[refR-12] Chandra, S. & Bhadoria, V. (2017) Parents’ perception about inclusive education. Journal of Educational Chronicle: An International Journal of Education, 7(2), 15-26. https://www.researchgate.net/publication/354805995_PARENTS'_PERCEPTION_ABOUT_INCLUSIVE_EDUCATIONGoogle Scholar ↗

[refR-13] Colaizzi, P.F. (1978) Psychological research as a phenomenologist views it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, 48-71. https://www.researchgate.net/publication/283985967_Psychological_research_as_the_phenomenologist_views_itGoogle Scholar ↗

[refR-14] Department of Education Order No. 72 s. (2009). Inclusive Education as Strategy for Increasing Participation Rate of Children. https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/Google Scholar ↗

[refR-15] Department of Education Order No. 026 s. (2022). Implementing Guidelines on the Establishment of School Governance Council https://www.deped.gov.ph/wp-content/uploads/2022/06/DO_s2022_026.pdfGoogle Scholar ↗

[refR-16] Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305. https://www.journals.uchicago.edu/doi/abs/10.1086/461656DOI ↗Google Scholar ↗

[refR-17] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://inspirasifoundation.org/wp-content/uploads/2020/05/John-Hattie-Visible-Learning_-A-synthesis-of-over-800-meta-analyses-relating-to-achievement-2008.pdfGoogle Scholar ↗

[refR-18] Hindle, R., Hynds, A., Averill, R., Meyer, L., & Faircloth, S. (2017). An ontological perspective on the development of home-school partnership relationships with indigenous communities. Australian Journal of Indigenous Education, 46(1), 92– 103. https://doi.org/10.1017/jie.2016.16 https://doi.org/10.1017/jie.2016.16DOI ↗Google Scholar ↗

[refR-19] Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310331. https://journals.sagepub.com/doi/abs/10.1177/016146819509700202DOI ↗Google Scholar ↗

[refR-20] Kachru, B. B. (1985). The bilinguals' creativity. Annual Review of Applied Linguistics, 6, 20-33. https://doi.org/10.1177/016146819509700202DOI ↗Google Scholar ↗

[refR-21] Kovacevic, J., Ristovska, L., & Radovanovic, V. (2023). Implementation of inclusive education [Conference paper]. VI International scientific conference 30 years studies in special education and rehabilitation. https://www.researchgate.net/publication/375061477_Implementation_of_inclusive_educationGoogle Scholar ↗

[refR-22] Lazarević, E., & Kopas-Vukašinović, E. (2013). The role and place of parents of children with disabilities in inclusive education in Serbia. International Journal about Parents in Education, 7(2). https://www.researchgate.net/publication/376500955_The_Role_and_Place_of_Parents_of_Children_with_Disabilities_in_Inclusive_Education_in_SerbiaGoogle Scholar ↗

[refR-23] Lebeco, E. E., & Verano, M. L. E. (2023). Teachers’ perceptions on the implementation of inclusive education (IE) in public elementary schools in Northern Samar. International Journal of Research and Innovation in Social Science, 7(2), 10031012. https://rsisinternational.org/journals/ijriss/articles/teachers-perceptions-on-the-implementation-of-inclusive-education-ie-in-public-elementary-schools-in-northern-samar/Google Scholar ↗

[refR-24] Madarang, H., & Martin, M. (2022). Teachers and parents’ standpoints on knowledge and challenges in inclusive education. Quantum Journal of Social Sciences and Humanities, 3(2), 1-16. https://www.researchgate.net/publication/361659631_TEACHERS_AND_PARENTS_STANDPOINTS_ON_KNOWLEDGE_AND_CHALLENGES_IN_INCLUSIVE_EDUCATION?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InNlYXJjaCIsInBvc2l0aW9uIjoicGFnZUhlYWRlciJ9fQGoogle Scholar ↗

[refR-25] Milne, E., & Wotherspoon, T. (2020). Alignment-plus: Alignment with schooling requirements and cultural-bridging among indigenous middle-class parents. British Journal of Sociology of Education, 41(1), 127–143. https://doi.org/10.1080/01425692.2019.16687DOI ↗Google Scholar ↗

[refR-26] Mironov, A., Shelest, E., & Bulatova, O. (2020) Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions. Science for Education Today, 10(5), 50-66. https://www.researchgate.net/publication/346513698_Barriers_to_implementing_inclusive_education_for_children_with_special_educational_needs_Parents'_perceptionsGoogle Scholar ↗

[refR-27] Mitiku, W., Alemu, Y., & Mengsitu, S. (2014). Challenges and opportunities to implement inclusive education. Asian Journal of Humanity, Art and Literature, 1(2), 118-135. https://doi.org/10.18034/ajhal.v1i2.288 https://www.researchgate.net/publication/340060270_Challenges_and_Opportunities_to_Implement_Inclusive_EducationDOI ↗Google Scholar ↗

[refR-28] Morales, A., & Calvo, S. (2022). Indigenous worldviews and inclusive education: Insights into participatory video and the practice of Buen Vivir of the Misak community. International Journal of Inclusive Education, 1-20. https://www.researchgate.net/publication/363917603_Indigenous_worldviews_and_inclusive_education_insights_into_participatory_video_and_the_practice_of_Buen_Vivir_of_the_Misak_communityGoogle Scholar ↗

[refR-29] Nelson, M. (2017). Indigenous parents of students with special needs in education: the lived experience [Doctoral dissertation]. University of British Columbia. https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0343287Google Scholar ↗

[refR-30] Okyere, C., Aldersey, H. M., & Lysaght, R. (2019). The experiences of teachers of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana. Journal of Research in Special Educational Needs, 19(4), 283-294. https://www.researchgate.net/publication/330706582_The_experiences_of_teachers_of_children_with_intellectual_and_developmental_disabilities_in_inclusive_schools_in_Accra_GhanaGoogle Scholar ↗

[refR-31] Perry, A. R., & Langley, C. (2013). Even with the best of intentions: Paternal involvement and the theory of planned behavior. Family process, 52(2), 179-192. https://www.researchgate.net/publication/237843743_Even_with_the_Best_of_Intentions_Paternal_Involvement_and_the_Theory_of_Planned_BehaviorGoogle Scholar ↗

[refR-32] Round, P. N., Subban, P. K., & Sharma, U. (2016). ‘I don’t have time to be this busy’ Exploring the concerns of secondary school teachers towards inclusive education. Int. J. Inc. Educ. 20, 185–198. https://doi.org/10.1080/13603116.2015.1079271DOI ↗Google Scholar ↗

[refR-33] Sharma, U., & Deppeler, J. (2005). Integrated education in India: Challenges and prospects. Disability Studies Quarterly, 25(1). https://dsq-sds.org/index.php/dsq/article/view/524/701Google Scholar ↗

[refR-34] Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, 907742. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.907742/fullDOI ↗Google Scholar ↗

[refR-35] Sianturi, M., Lee, J. S., & Cumming, T. M. (2022). A systematic review of Indigenous parents' educational engagement. Review of Education, 10(2), 33-62. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/rev3.3362DOI ↗Google Scholar ↗

[refR-36] Simeon, C., Otono, J., & Palattao, J. (2017). The indigenous peoples inclusivity on integration through education. Asia Pacific Society for Public Affairs, 37-51. https://www.researchgate.net/publication/327101970_The_Indigenous_Peoples_Inclusivity_on_Integration_through_EducationGoogle Scholar ↗

[refR-37] Streubert, H. J. & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Wolters Kluwer. https://books.google.com.ph/books?hl=en&lr=&id=xNByh3B1Wt0C&oi=fnd&pg=PA200&dq=Streubert,+H.+J.+%26+Carpenter,+D.+R.+(2011).+Qualitative+research+in+nursing:+Advancing+the+humanistic+imperative.+Wolters+Kluwer.+&ots=UwJ62JhWSA&sig=N7yEQ2u8gmBtPGEHaZGOjSWAe3o&redir_esc=y#v=onepage&q&f=falseGoogle Scholar ↗

[refR-38] Tobin, G., & Begley, C. (2004). Methodological rigour within a qualitative framework. J Adv Nurs., 48(4), 388-396. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2648.2004.03207.xDOI ↗Google Scholar ↗

[refR-39] Woodrow, C., Somerville, M., Naidoo, L. & Power, K. 2016. Researching parent engagement: A qualitative field study. The Centre for Educational Research, Western Sydney University, Kingswood, N.S.W https://researchdirect.westernsydney.edu.au/islandora/object/uws:34565Google Scholar ↗

[refR-40] United Nations. (2015). Transforming the world: The 2030 Agenda for sustainable development. United Nations. https://sdgs.un.org/2030agendaGoogle Scholar ↗

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