Voices Of Inclusion: Parental Awareness and Lived Experiences at Pilipog Elementary School

Abstract

This qualitative phenomenological study explored the lived experiences of parents rearing neurodivergent kindergarten learners, focusing on parental awareness and inclusive kindergarten education practices Five emergent themes were identified. Synthesizing these themes, subthemes, and formulated meanings, a Theory of Intervened Inclusion surfaced. This theory emphasized that the Theory of Intervened Inclusion is not an automated, systemic process and procedures in adherence to the mandate of inclusive education. Rather, it is a deeply human, teacher-centric intervention tactic where limited knowledge and vocabulary of parents towards inclusion in kindergarten predicated their limited awareness alongside their scarce economic situation. Oftentimes, it is captured in the dire need for presence in school as their neurodivergent children struggled with academics and social belongingness. In turn, kindergarten teachers, driven by empathy and commitment, intervened to ensure that their neurodivergent learners were accorded equal opportunities to learn and provided with the equitable services they rightfully deserve through inclusion in kindergarten education. From this newly developed theory, an output was designed: the Teacher-Parent Inclusive Narrative Communication Log (TP-INCL). To maximize its local relevance and usability for families, this intervention tool is translated into Binisayang Pinulungan as Giya ug Pamalihug. Ultimately, these findings demonstrate that while the classroom provides an accepting foundation, long-term inclusive success requires systematic, localized tools and institutional support to bridge the communication gap between home and school.