Abstract
This study examined the relationship between parents' tutorial skills and adaptive teaching practices in supporting learners with special needs at Dalaguete Central School during the 2025–2026 school year. It was intended to serve as a basis for developing a Parent Capability Action Plan. Using a correlational quantitative research design, the study involved 30 purposely selected parent respondents. A validated questionnaire served as the main data-gathering tool. Descriptive statistics and Pearson's correlation were employed for data analysis. Findings revealed that most parents were aged 20–29, female, high school graduates, and self-employed. Their children had various disabilities, with physical and visual impairments being the most common. The overall level of tutorial skills (mean = 2.69) and adaptive teaching practices (mean = 2.91) was interpreted as "often," indicating moderate engagement in home-based support. However, areas such as "reviewing previous lessons" and "breaking down tasks" were rated lower, suggesting gaps in structured instructional practices. Results of hypothesis testing indicated no significant relationships between parents' demographic profiles and their tutorial skills, and between tutorial skills and adaptive teaching practices, suggesting that willingness to help does not equate to competence in adaptive instruction. The study concluded that, while parents are involved, they require targeted capacity-building to support diverse learning needs effectively. It is recommended that Dalaguete Central School implement a Parent Capability Action Plan.
