Abstract
Involvement of parents is crucial in students' lives. The level of parental participation that a pupil receives at school and/or at home can influence how successful they will be in school. To better understand how parent involvement with children who have intellectual disabilities might improve their academic achievement, this research intended to raise parents' knowledge of it. The study used a correlational research approach, and the findings indicated that parental involvement in their children's learning performance while they are experiencing intellectual obstacles will always offer significant or exceptional relationships. Based on providing learners' improvements in their learning, the parental involvement or participations will supply an instant increase or well-supported advancement in some way. Meanwhile, it was discovered that the most frequent responses from the parents were as follows: parents watch over their children's screen time, playtime, and internet use; they make sure to have time to participate in their children’s school activities; they attend every orientation the school calls for online/modular classes; and they are the kind of parents who place limits on what their children can and cannot do. Most of the parents who responded to the dichotomous questions about the performance of students with intellectual disabilities over the past three years agreed that there had been an improvement or rise in their children's performance. Many parents disagreed with the addition that there had been little to no progress made in their children's academic performance. This research focuses on strengthening the experience of families participating in the education of children with intellectual impairments and addresses the chances for families to engage in their children's learning journey.
