Parental Involvement in Inclusive Education: Strategies and Benefits in TLE at Batangas City Integrated High School

This study investigated parental involvement in inclusive education, focusing on the strategies used and the benefits experienced in the Technology and Livelihood Education (TLE) program at Batangas City Integrated High School. The research design employed in this study is a descriptive quantitative approach, which is well-suited for examining the current status, characteristics, and relationships among variables within a defined population. Based on the analyzed data and results, the conclusions reflect the current state of parental engagement, the challenges they face, the effectiveness of school strategies, and the impact of cultural and socioeconomic factors on their participation. Parents in inclusive TLE (Technology and Livelihood Education) classrooms generally demonstrate a moderate to high level of involvement, often engaging through activities such as assisting with assignments and participating in school events. School-initiated strategies to engage parents—especially those fostering open communication and collaboration between teachers and families—have proven effective. This active parental support significantly contributes to the academic success of students with disabilities, positively influencing their confidence, motivation, and performance. However, the level and nature of parental involvement are also shaped by cultural beliefs and socioeconomic factors, which can either facilitate or limit participation. To address these challenges, training and capacity-building initiatives are essential in equipping parents with the skills and knowledge needed to support their children’s learning in inclusive settings effectively. Strengthening teacher-parent partnerships and implementing supportive school policies can further promote meaningful parental engagement and enhance the overall success of inclusive education programs. Lastly, enhancing parental involvement in inclusive TLE programs requires stronger communication, regular engagement opportunities, and supportive school policies. Teachers should receive training on effective parent collaboration, while parents should have access to practical sessions that build their understanding and skills. Addressing socioeconomic and cultural barriers—through flexible schedules, financial support, and inclusive practices—can promote broader participation. Collaboration among schools, families, and communities is essential to support students with disabilities. Continuous evaluation and awareness campaigns can further improve strategies, while future research should explore additional factors and long-term impacts of parental engagement.