Background: Accurate assessment of children with autism spectrum disorder requires strong collaboration among parents, teachers, and multidisciplinary teams to ensure comprehensive and effective intervention planning. Aims: This study determined the level of parental involvement,...
Open access
Research Article10.9734/ajarr/2026/v20i51365
Background: Professional development and perceived readiness shape the inclusive instructional practices of secondary teachers amid the implementation of the MATATAG Curriculum in the Philippines. Aims: This study investigates the relationship between professional development, pe...
Open access
Research Article10.9734/sajsse/2026/v23i51322
Background: Child Development Workers (CDWs) play a vital role in supporting the cognitive, emotional, and social development of young learners, yet limited research exists on their perceptions, roles, and practices in the context of Santa Rosa, Laguna. Aims: This study aimed to...
Open access
Research Article10.9734/ajarr/2026/v20i51363
Background: Culturally responsive pedagogy and inclusive strategies are essential in addressing the diverse needs of learners with disabilities, yet their combined application in secondary special education remains underexamined. Aims: This study aimed to evaluate the culturally...
Open access
Research Article10.9734/ajess/2026/v52i53039
Background: Autism Spectrum Disorder (ASD) is an increasingly prevalent neurodevelopmental condition worldwide, where disparities in family support and access to resources significantly influence the well-being and educational outcomes of affected children, particularly in contex...
Open access
Research Article10.9734/sajsse/2026/v23i51315
Background: Teacher–parent collaboration and lesson transparency are key, yet underexplored, factors that may jointly influence learner preparedness in inclusive kindergarten settings. Aims: This study aimed to examine the relationship among teacher–parent collaboration, lesson t...
Open access
Research Article10.9734/ajess/2026/v52i53005