Abstract

Descriptive phenomenology was used to determine Indigenous parent involvement in inclusive education (IE) practices. Data were collected through an interview with parents belonging to the various tribes in Abra, Philippines and whose children were enrolled in the Abra SPEd Center, which were thematically analyzed using the data explication method of Colaizzi (1978). The study shows that they view IE as a critical tool for equal opportunities for all learners. They advocate for fair access to education and a diverse environment, despite external barriers such as time constraints, conflicting responsibilities and cultural differences. However, their commitment to IE is decreasing due to logistical, time, and home commitments, which affect the effectiveness of IE practices. The themes of quality education for all, inclusive learning environment and equitable education for students with disabilities were identified. However, external issues such as time constraints, conflicting responsibilities, and cultural differences hinder parental engagement in IE practices.

Keywords

  • Entrepreneurship
  • Entrepreneurial Intention
  • Entrepreneurial Influence
  • Student Entrepreneurs
  • Entrepreneurial Engagement

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