Abstract
Parents of children with dyscalculia felt isolated and unsupported, often having to take on the role of educator at home without proper guidance or resources. This study aimed to explore the lived experiences of parents in supporting their children with dyscalculia in such educational settings. Specifically, it sought to understand these experiences through the lens of Bronfenbrenner’s Ecological Systems Theory by examining the influence of the microsystem, mesosystem, exosystem, and macrosystem. The study is significant because it highlights the emotional, social, and systemic struggles parents face as they navigate inclusive education for their children with learning difficulties. Using a phenomenological research design, data were collected through in-depth interviews with seven purposively selected parents residing in Mati City, Davao Oriental. Results revealed key themes at each ecological level, including parental exhaustion, a lack of SPED support, and limited teacher-parent collaboration. At the mesosystem level, disconnection between home and school, unclear expectations, and exclusion from decision-making emerged as central concerns. Furthermore, one theme emerged: children's learning behaviors with Dyscalculia. These findings reflect the need for consistent communication, parental involvement, and structured school-home coordination in inclusive practices. The study concludes that while parents are resilient and committed, they remain unsupported by current institutional frameworks. It is recommended that schools actively engage parents in educational planning, enhance teacher training in special education, and establish clear, ongoing communication to foster effective inclusion.
