WHAT’S HOLDING BACK: A LOOK AT PARENTAL DENIAL IN SPECIAL EDUCATION

Abstract

This qualitative transcendental phenomenological study investigates the phenomenon of parental denial in special education by investigating the experiences of fifteen (15) parents whose children are presently enrolled in programs for children with special needs. Eight (8) distinct themes emerged from in-depth interviews, casting light on the factors contributing to parental denial. Emotional conflicts, financial difficulties, and limited access to essential resources characterized the family dynamics. Parental acceptance was significantly influenced by cultural and societal beliefs, with community superstitions, a lack of comprehension about disabilities, and social stigmas presenting formidable obstacles. Parental denial was exacerbated within the special education system by inaccessible services and communication gaps. The study not only adds to the existing literature on parental denial in special education but also provides practical implications. Gaining a deeper understanding of parental perspectives, promoting improved communication, and customizing support systems can benefit educators. Policymakers are urged to consider the study's findings when formulating inclusive policies, thereby ensuring that children with special needs are provided with accessible and supportive environments. By addressing the complex issues surrounding parental denial, this research significantly contributes to the development of a more inclusive educational environment, thereby enhancing the educational experiences of children with special needs.