PSYCHOSOCIAL WELLNESS OF PARENTS WITH CHILDREN IN INCLUSIVE
EDUCATION
A Thesis
Presented to the
Faculty of the College of Education
Iloilo Science and Technology University
La Paz, Iloilo City
In partial fulfillment of the requirements for the Degree
Bachelor of Elementary Education
Larah Mee C. Cagbay
Andrea C. Cajilig
Jesebelle C. Cajulao
June 2023
Dr. Carmen Cruzata
Adviser
Chapter 1
INTRODUCTION
Background of the Study
Education is a human right, as reflected in the principle of universal primary
education and the Education for All goals (Ludago, 2020). The education of children with
special needs has come a long way from special education to integrated education and
from integrated education to inclusive education. Children with Special Needs (CWSN)
require education in regular school, in their own society, and by regular teachers.
Inclusion values diversity. It acknowledges every learner’s fundamental right to learn and
accepts that every child has unique abilities and needs (Hoque, 2020).
Inclusive education is an approach that aims to provide equal opportunities for all
students, including those with disabilities, by accommodating their needs in regular
schools. According to Ludago (2020) inclusive education is a democratic setup, which
relies on equal rights and equal opportunities. So, to make sure that the disabled are
accepted, respected and not discriminated in schools becomes necessary. It also
emphasizes that educational environment must be adjusted to meet the needs of all
learners. Children with special needs meet a wide range of barriers in learning. Often,
these learning barriers are associated with inclusion, and involve several factors.
Additionally, inclusive education is considered pivot for all children and expected to be
treated as such for students with learning needs that have been historically and / or
contemporarily marginalized (Waitoller, 2020; and Kozleski, 2020).
Several studies have been conducted about involvement of parents with children
in inclusive education but lack of information about the psychosocial wellness of parents.
According to Fadilah et al., (2022) inclusive education currently requires more support.
Not only from teachers but also parents in providing moral support in difficult times for
students with disabilities. So far as socio-cultural environment is concerned, the parents
belonging to the low socio-economic status of society are lack of awareness about
disability education and hesitate to send their kids to special schools as well as inclusive
schools (Ludago, 2020). But being a parent is challenging, yet parenting a child with
special educational needs brings much more difficulty and instability to the family.
Coping with children’s conditions, providing specialized care, and procuring community
support are demanding tasks that must be dealt with every day. Although caregiving is a
normal part of parenting, providing long-term care that exceeds the usual needs required
by typically developed children is burdensome and may impact the psychological health
of caregivers. Some studies reported that parents of children with Special Educational
Needs (SEN) constantly feel negative emotions, such as embarrassment, anger, shame,
grief and depression. Apart from negative emotions, they may also perceive a negative
self-concept, which leads to social withdrawal or identity concealment. Previous research
found that parents of children with Special Educational Needs (SEN) reported having
higher parenting stress, and a lower quality of life compared to parents of typically
developed children. The benefits of inclusive education for children with special needs
are well-documented; less attention has been given to the impact on the parents. Caring
for a child with special needs can be emotionally and physically demanding, and parents
may face various challenges related to their child's education, such as navigating complex
systems and advocating for their child's needs.
The psychosocial well-being of parents of children in inclusive education is an
essential topic that must be addressed in order to support the well-being of both parents
and their children. Consequently, the purpose of this research on the psychosocial
wellness of parents with children in inclusive education is to better understand the
experiences, challenges, and various factors that contribute to the well-being of parents
whose children are enrolled in inclusive educational settings, such as their social,
emotional, physical, and coping strategies. Parents of children in inclusive education may
encounter specific pressures connected to managing their child's education, collaborating
with teachers and support personnel, advocating for their child's needs, and navigating
the challenges associated with inclusive classrooms. They may also face increased
emotional difficulties, such as anxiety, depression, or feelings of isolation. Interventions
and support programs can be established to boost the well-being of parents and improve
their child's educational outcomes by acquiring a deeper understanding of their
experiences, problems, and support mechanisms in inclusive education.
Statement of the Problem
This study aims to determine the psychosocial wellness of parents with children in
inclusive education.
Specifically, this study aims to answer the following questions:
1. What is the psychosocial wellness of parents with children in inclusive
education?
2. What are the challenges that parents of children in inclusive education face?
3. What are the social, emotional, and psychological problems faced by parents
with children in inclusive education?
4. What are the coping strategies of parents with children in inclusive education?
Theoretical Framework
This study, anchored on Positive Psychology Theory by Martin Seligman (1998),
is a framework and model for understanding the factors contributing to positive mental
health and wellbeing. It was proposed that individuals have three basic psychological
needs: to feel positive emotion, engage in activities that give life meaning and purpose,
and have positive relationships with others.
Schematic Diagram
The figure below shows the schematic diagram of the study.
Independent Variable
Dependent Variable
Social well-being
Emotional well-being
Physical well-being
Coping Strategies
Psychosocial Wellness of Parents with
Children in Inclusive Education
Significance of the Study
This study will be beneficial to the following persons and organizations:
Children with special needs. This study can help children with special needs
optimize their well-being and development while also increasing their chances of
improving both academically and socio-emotionally.
Parents. This study can help parents of children with disabilities who are
currently enrolled in inclusive education programs, as it provides them with information
on how to improve their psychosocial wellness and cope with the challenges they may
encounter in inclusive education settings.
Teachers. This study can help teachers and educators who work in inclusive
education programs understand the impact of their teaching practices on the psychosocial
wellness of parents and provide insights into how they can support parents better.
Education Policymakers. This study can inform education policymakers who are
responsible for making decisions about the allocation of resources for inclusive education
programs about their decision-making by providing evidence of the positive or negative
impact of inclusive education on the psychosocial wellness of parents.
Society. This study's findings can raise awareness among them about the
challenges faced by families of children with disabilities in inclusive education settings
and promote a more inclusive and supportive environment for them.
Researchers. Finally, this study would guide future researchers who are interested
in the field of inclusive education and its impact on families of children with disabilities.
This study can contribute to the existing knowledge base and inform future research in
this area.
Definition of terms
For the purpose of clarity and understanding, the following terms are conceptually
and operationally defined:
Children with disabilities. Children with disabilities are those who have long-term
physical, mental, intellectual or sensory impairments which in interaction with various
barriers may hinder their full and effective participation in society on an equal basis
(UNICEF, 2022).
In this study, children with disabilities refers to children who have one or more
physical, intellectual, or developmental disabilities that affect their ability to learn or
participate in daily activities.
Coping Mechanisms. Coping mechanisms are an adaptation to environmental
stress that is based on conscious or unconscious choice and that enhances control over
behavior or gives psychological comfort (Thesaurus Dictionary, 2019).
In this study, coping mechanisms refer to strategies or techniques that parents
with children in inclusive education use to manage stress, such as seeking emotional
support, problem-solving, or engaging in physical activity.
Inclusive Education. Inclusive education means all children in the same
classrooms in the same schools. It means real learning opportunities for groups who have
traditionally been excluded—not only children with disabilities but speakers of minority
languages too (UNICEF, 2022).
In this study, inclusive education refers to an educational approach that provides
equal opportunities for all students, including those with disabilities, to participate in the
same learning environment and curriculum as their non-disabled peers.
Parental Involvement. Parental involvement is the amount of participation a
parent has when it comes to the schooling of his or her children (Bartolome et al., 2017).
In this study, parental involvement refers to the active participation of parents
with children in inclusive educatio4n in their child's education, including attending
parent-teacher meetings, volunteering in the classroom, and assisting with homework.
Parents. A parent is the mother or father of a person or someone who takes care of
a person in the same way that a parent does (Cambridge Dictionary, 1995).
In this study, parents refer to biological or adoptive caregivers of a child with a
disability who are actively involved in their child's education.
Psychosocial Wellness. Psychosocial wellness is a superordinate construct that
includes emotional or psychological well-being, as well as social and collective wellbeing (Eiroa-Orosa, 2020).
In this study, psychosocial wellness refers to the overall well-being of the parents
with children in inclusive education in terms of emotional, psychological, and social
health.
Social Support. Social support is the physical and emotional comfort given to you
by your family, friends, co-workers and others (CMHA BC and Anxiety Canada, 2016).
In this study, social support refers to the emotional, practical, and informational
assistance provided by family members, friends, or professionals to the parents of
children in inclusive education that can help them cope with the stress and challenges
they are going through.
Teacher Support. Teacher support specified as the interaction between teachers
and students, has long been examined in relation to the results of students’ study, and thus
completes the picture of effective and quality teaching (Lazarová, B., Hlaďo, P.,
Hloušková, L. (2019).
In this study, teacher support refers to the level of support provided by teachers to
parents, such as regular communication, information sharing, and collaboration on
educational goals.
Scope and Limitation of the Study
This study will be limited only in determining the psychosocial wellness of
parents with children in inclusive education.
This study is limited only to parents with children in inclusive education. It will
focus on determining the social, emotional, physical factors, and coping strategies that
contribute to the well-being of parents. This study may also explore the impact of
inclusive education on the psychosocial wellness of parents, such as the benefits and
challenges of having a child in an inclusive classroom.
Chapter 2
REVIEW OF RELATED LITERATURE
Related Literature
Psychosocial Well-being
The well-being of parents in terms of their psychological and social aspects has a
significant impact on their parenting abilities and their sensitivity in interacting with their
children. This, in turn, has an influence on the development of their children. Albert
Bandura's social learning theory provides a framework for understanding parental
psychosocial well-being. According to Bandura's theory, individuals learn new skills and
behaviors by observing and replicating the actions of role models. Children acquire
various skills and behaviors, such as household chores or even aggressive behavior, by
observing their parents or other influential adults. During the early years of a child's life,
parental psychosocial well-being is particularly important as it coincides with the child's
initial development of social skills in infancy and toddlerhood (Panula et al., 2020).
Parenting
Parenting plays a crucial role in shaping a child's cognitive, emotional,
behavioral, and social development. Supporting parents in their caregiving role is
recognized as a public health priority and a form of social investment with far-reaching
social and economic implications. Parenting interventions based on social learning theory
have shown promise in improving the well-being of both parents and children. These
interventions provide parents with knowledge, skills, and supports, allowing them to
regain control and better cope with the challenges of parenting. This leads to a reduction
in feelings of guilt and social isolation, increased empathy towards their children, and
improved confidence in managing their behavior. Families with children who receive
inclusive education face unique difficulties related to health, education, and social work.
It is important to consider the needs of these families to provide appropriate support.
Mothers who are the primary caregivers of children with special needs tend to experience
higher levels of parenting stress compared to fathers, negatively impacting the overall
quality of life for the family. Mothers of children in inclusive education settings may be
particularly affected by the lack of social and psychological support compared to fathers.
Understanding the challenges faced by mothers of children in inclusive education is
valuable and meaningful in order to address their specific needs and provide appropriate
support (Butler et al., 2019).
Parental Stress
Parenting stress refers to the negative psychological and physical reactions
experienced by parents as they try to meet the demands of parenting. It is a unique form
of pressure that arises when parents take on the responsibilities of raising children.
Parents of children with developmental disabilities, such as intellectual disability, autism,
cerebral palsy, visual impairment, hearing impairment, or ADHD, tend to experience
higher levels of parenting stress compared to others. The presence of parenting stress can
have detrimental effects on children's development, either directly or indirectly. It is
directly influenced by the behavioral factors exhibited by children. When parents
experience high levels of parenting stress, it can affect their perceptions of their child's
disability and their responses to their child, consequently impacting their child's skill
development. For instance, children with autism often display more behavioral problems,
and parents of children with autism tend to experience higher levels of parenting stress.
Furthermore, the severity of a child's disability is closely linked to parenting stress.
Parents of children with disabilities who experience high levels of parenting stress may
be at risk of experiencing psychological distress or other mental illnesses as a result (Fu
et al., 2023).
Stress
In psychology, stress is considered a central factor in conflicts experienced by
individuals. Stress encompasses provocative stimuli, bodily reactions, and intervention
processes. Parents of children with disabilities face various stressors, including relational,
financial, family-related, and reduced parenting efficacy. These challenges can lead to
higher stress levels and negatively impact parents' psychological well-being. Coping
strategies play a role in reducing or eliminating stress. Approach coping involves actively
managing or resolving stressful conditions, while avoidance coping involves attempts to
avoid stress-related thoughts. The evaluation of the stressor and the individual's
characteristics predict coping responses. Coping styles and strategies are conscious ways
of approaching stress, with strategies being more specific and variable. Active coping,
such as problem-solving, is more positive and effective, while passive coping, such as
avoidance, may provide short-term relief but can be harmful in the long run.
Related Studies
Parenting a Child with a Disability
Greenberg et al., (2011), carried out a study on Parenting a Child with a
Disability: The Role of Social Support for African American Parents which explores the
importance of social support for African American parents who are raising children with
disabilities. It focuses on the unique experiences and challenges faced by this specific
group of parents. They highlight that social support plays a crucial role in buffering the
stress and enhancing the well-being of parents in this context. The findings underscore
the significance of informal sources of support, such as extended family, friends, and
religious communities, in providing various forms of support to African American
parents. Additionally, the researchers highlight the importance of developing connections
within the community and participating in support groups that specifically address the
needs of parents of children with disabilities. The study concludes that social support is
crucial for African American parents raising children with disabilities, as it positively
influences their well-being and ability to cope with the challenges they face. The findings
suggest the importance of implementing interventions and programs that promote and
facilitate social support for this specific group of parents.
Parents Perceptions of Inclusive Education for their Children with Disabilities
According to Kang (2022), an understanding of parent perceptions regarding their
children and the services they receive is important for the development and enhancement
of special services for children with disabilities. Parental perceptions toward their
children with disabilities must be considered when appraising the parents' opinions and
support. She carried out a study on the perceptions of Taiwanese parents to their young
children with disabilities. The findings reveal several themes regarding the perceptions of
Taiwanese parents. Firstly, parents expressed a strong sense of responsibility for their
child's well-being and development. They demonstrated a desire to provide the best care
and support for their children, often engaging in various therapies and interventions.
Secondly, parents highlighted the importance of societal acceptance and inclusiveness for
their children. They expressed concerns about stigmatization and discrimination faced by
their child and emphasized the need for a supportive and inclusive environment that
promotes the child's social integration. Thirdly, parents displayed mixed emotions,
including feelings of love, frustration, and worry. They described the challenges they
faced in balancing the care for their child with other family responsibilities and the
emotional impact of witnessing their child's struggles. Lastly, cultural influences were
evident in the parents' perspectives. Taiwanese parents emphasized the significance of
filial piety, family harmony, and societal expectations in shaping their attitudes and
actions towards their child with disabilities.
Parental Psychosocial Well-Being as a Predictor of the Social Competence of a Child
The study conducted by Panula et al. (2020) aimed to examine the interrelations
between the psychosocial well-being of parents during pregnancy and the social
competence of their three-year-old child. Previous research has mainly focused on the
well-being of one parent and its impact on child development, but newer studies highlight
the importance of considering the well-being of both parents. The study used data from
the Steps to the Healthy Development and Well-being of Children follow-up study, which
included 1075 families. The researchers analyzed the interrelations between the wellbeing of each parent and the social competence of their child using regression analyses at
the individual level and latent profile analysis at the family level. The findings revealed
that the poorer psychosocial well-being of one parent during pregnancy was associated
with lower social competence in their child. However, at the family level, these links
were not statistically significant. The study also found that higher levels of psychosocial
well-being in one parent seemed to protect the development of social competence in their
child. The study emphasized the need to consider the psychosocial well-being of both
parents as a factor influencing the social development of their child. The findings align
with previous research that shows the influence of parental well-being on parenting skills
and children's development. The study was based on Bandura's social learning theory and
Vygotsky's sociocultural theory, which emphasize the role of parental influences and
social interactions in child development. The psychosocial well-being of parents,
including experiences of loneliness, depressive symptoms, social phobia, and marital
dissatisfaction, was considered crucial in defining the family context and the growth
environment of children. Overall, this study contributes to understanding the importance
of parental psychosocial well-being and its impact on the social competence of children.
It highlights the need to consider both parents' well-being in future research and
interventions aimed at promoting child development.
Synthesis
The psychosocial wellness of parents with children in inclusive education is a
multifaceted problem that has recently been studied. Parents' well-being has a significant
impact on their parenting abilities and the overall development of their children. Social
learning theory provides a framework for understanding how parental well-being
influences children's acquisition of skills and behaviors. Parenting interventions based on
social learning theory have shown promise in improving the well-being of both parents
and children by providing them with knowledge, skills, and support. Families with
children in inclusive education face unique challenges, and it is essential to consider their
specific needs to provide appropriate support. Parenting stress is a common experience
for parents of children with disabilities and can have detrimental effects on both parents
and children. Understanding and addressing parenting stress is crucial for promoting
positive outcomes for families. Stress is a central factor in the conflicts experienced by
individuals, and parents of children with disabilities face various stressors that can
negatively impact their psychological well-being. Coping strategies play a crucial role in
managing stress, and active coping strategies are generally more positive and effective
than avoidance coping. The studies discussed highlight the risks and challenges faced by
parents of children with disabilities and emphasize the importance of social support.
African American parents raising children with disabilities benefit from social support,
and informal sources of support are particularly valuable. Cultural factors also influence
parental perceptions and experiences. Parental perceptions regarding their children and
the services they receive are essential considerations for the development of special
services for children with disabilities. Taiwanese parents express a strong sense of
responsibility, the importance of societal acceptance, and face challenges in balancing
caregiving responsibilities.
Chapter 3
METHODOLOGY
Research Design
A mixed-methods design will be used in this study. A mixed-methods design
combines quantitative and qualitative methodologies to provide a thorough knowledge of
parents' psychosocial wellbeing. Researchers can use this methodology to collect and
analyze quantitative data in order to create and administer a survey or structured
questionnaire. Include measures that assess psychosocial variables such as social,
emotional, physical, and coping strategies. Ascertain if the instruments are reliable and
valid. Gather data from a large enough sample size to ensure statistical robustness.This
design also enables researchers to collect and analyze qualitative data, such as interviews,
in order to gain in-depth insights into parents' psychosocial experiences. Create openended questions or interview techniques to gather information about their experiences,
challenges, and perceptions. A mixed-methods design provides a more holistic
perspective on the psychosocial wellness of parents with children in inclusive education
by integrating many data sources.
Participants of the Study
In this study, the respondents will be parents or primary caregivers of children
who are enrolled in inclusive educational settings, such as inclusive classrooms inside
mainstream schools. This research will focus on parents who have children with
disabilities or special needs, as they are the ones navigating the challenges and
opportunities of inclusive schooling. These children may have intellectual challenges,
learning problems, autism spectrum disorder, physical disabilities, sensory impairments,
or emotional or behavioral disorders, among other things.
Data Gathering Instruments
This study will collect data in a variety of ways. The Parental Stress Scale (PSS)
will be utilized in the quantitative data collection instrument to measure the levels of
stress experienced by parents. It examines numerous stresses associated with parenting a
special-needs child, including those particular to inclusive schooling; social support
questionnaires, which assess the availability and perceived efficacy of social support
networks for parents as well as the quality and quantity of support received from family,
friends, support groups, and professionals involved in inclusive education; and well-being
scales, which include a variety of scales that can assess overall well-being, such as the
Satisfaction with Life Scale (SWLS) or the Psychological Well-being Scale (PWB).
These scales measure several aspects of well-being, including life satisfaction, pleasant
emotions, personal progress, and self-acceptance.The semi-structured interviews will be
utilized as qualitative data collection tools, allowing researchers to dig deeply into
parents' experiences, perceptions, and challenges. An interview guide with open-ended
questions covering many aspects of psychological wellness and inclusive education might
be created.
Data Gathering Procedure
This study will administer quantitative data-gathering instruments, such as
questionnaires and scales, to participants. This can be done in person, with clear
instructions and rules for completing the instruments, and with enough time and privacy
for participants to answer. In addition, the researchers will conduct qualitative data
collection activities such as interviews with willing participants. Interviews should be
scheduled and held at a time and location that are convenient for the participants. The
researchers will establish a welcoming, non-judgmental setting that encourages open
communication.
Data Analysis Procedure
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