| Summary: | Parentalinvolvementininclusiveschoolsiscrucialforthedevelopmentofchildrenwithspecialneeds.Thus,thepresentstudyobservedaninclusiveprimaryschoolinDenpasartoidentifythetypesofparentalinvolvementatschool,theschool'sprogramstoinvolveparents,andthechallengesfacedbytheteachersininvolvingparentsintheirchildren'seducation.Itinvolvedtheschool'sprincipal,fourteachers,andtwenty-eightparentsfromgrades2-5,withfourteenparentsofstudentswithoutdisabilitiesand14parentsofstudentswithspecialneeds.Thisstudywasconductedbyfollowingaqualitativeframeworkthatcombinesdatacondensation,datadisplay,andconclusiondrawingcontinuously.Thedatawerecollectedusingquestionnaires,interviews,andobservation.ThefindingsrevealedthatallthesixtypesofparentalinvolvementsinEpstein’smodelwereidentifiedwithanaverageofmoderatefrequency.Itwasalsofoundthatsevenprogramsweredesignedtoinvolvetheparents,namely,parentingseminars,classconferences,WhatsAppGroupdiscussions,Guestteachers,interactiveprojects,fieldtrips,andcollaborationwiththeEnglish-speakingcommunity.Thisstudyalsorevealedthatthereweremoderatechallengesencounteredbyteachersininvolvingparentsincommunicatingwiththeschools,indecisionmaking,andinenrollingtheparentsintheschoolactivities.Thisimpliesthatthereshouldbemoredeliberateeffortfromtheparentsininclusiveschoolstobemoreinvolvedintheirchildren’s education,whileschoolsshouldrelentlesslyinitiateandinspiremoreintensive parental involvement in the schools’ programs.
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