Parental Satisfaction and Expectations: Evaluating the Impact of an After-School Program for Children with Special Needs

Authors

DOI:

https://doi.org/10.32996/jlds.2025.5.4.2

Keywords:

Special Education, After-school program, Parental satisfactions and expectations, Individual with special needs

Abstract

This study evaluated parental satisfaction and expectations regarding an After-School Progra, (ASP) at a public elementary school's Special Education (SPED) Center in Cebu, Philippines, for the School year 2024-2025, addressing a critical service void in inclusive education. After-School Programs are recognized as vital for providing essential, academic, social and emotional support for Children with special needs (CSNs). A quantitative survey designed assessed the implementation of various activities and correlated them with overall parental satisfaction. Results showed parents were Highly Satisfied overall with the program's ability to support their child's special needs, particularly commending staff communication, the inclusive environment and a comprehensive development approach. Life Skills Training and Social Skills Development were the most successful and demonstrated a strong-to-moderate positive correlation with parental satisfaction, establishing them as primary drivers of program approval. Conversely, Yoga/Gymnastics and Coding were rated as partially implemented. Despite poor implementation, all academic components (Reading, Science, and Coding) showed significant positive correlation with satisfaction, indicating high parental value and expectation for comprehensive cognitive development. Therefore, these findings validate the ASP as a high-quality intervention while identifying specific areas, particularly STEM and certain physical activities, that require immediate restructuring to fully meet parental expectations and optimize outcomes.

Author Biographies

  • Eva Belen Muaña, Cebu Technological University

    Eva Belen Muana, a candidate for master's degree, is formerly a primary teacher at Montessori Children's House in Fermont, California, USA, in 2023. Her teaching career, however, began in the Philippines in 2012. She has pursued professional development by attending research seminars, Montessori training, special education workshops, as well as exposures to culture, literature, and language teaching trends.

  • Regina Sitoy, Cebu Technological University

    Dr. REgina Sitoy is an Associate Professor with a Doctor in Development Education degree at Cebu Technological University, where she handles both graduate and undergraduate studies. Her research focuses heavily on College of Education topics, including inclusive education, special education needs, and teacher preparedness. She has also published on academic performance and the relationship between intelligence style and digital literacy. Dr. Sitoy also holds a senior executive position in the state university.

  • Lilibeth Pinili, Cebu Technological University

    Dr. Lilibeth Pinili is an Associate Professor and the designated Distance Learning Program Administrator in the College of Education at Cebu Technological University (CTU) in the Philippines. Holding a Doctor of Development Education with a specialization in Special Education (SpEd), her academic work is highly focused on inclusive education, teaching strategies, and technology use for diverse learners.

  • Ann Frances Cabigon, Cebu Technological University

    Ann Frances Cabigon is an Associate Professor in the College of Education at Cebu Technological University, where she handles both graduate and undergraduate studies. Her research concentrates on inclusive education, which assesses teachers' preparedness, acceptance, and competencies for handling Learners with Special Educational Needs (LSENs), focusing on policy implementation in secondary schools. She currently serves as the Dean of the Student Affairs Office of the state university.

  • Marjorie Añero, Cebu Technological University

    Dr. Marjorie Anero, an Associate Professor at Cebu Technological University with a Ph.D., handles both the graduate and undergraduate studies, aside from being an Academic Chairperson. Her research centers on special and inclusive education. She also investigates the impact of gadget addiction on reading development and the use of prototype learning activities for academic achievement. Additionally, Dr. Anero is an author of a book published by Lorimar Publishing, Inc.

  • Raymond Espina, Cebu Technological University

    Dr. Raymond Espina, an Associate Professor and a Doctor of Philosophy degree holder, is the current Dean of the College of Education of Cebu Technological University. As a researcher, Dr. Espina's work explores the intersection of education and technology. His publications cover teachers' perceptions of inclusive education, technological self-efficacy, and the role of parental involvement in the academic performance of students with disabilities. Dr. Espina has also authored books published and sold in Philippine bookstores.

  • Prof. Reylan Capuno, Cebu Technological University

    Professor Reylan Capuno, a Full Professor and a Doctor of Philosophy degree holder in the College of Education at Cebu Technological University, is the incumbent Vice President for Academic Affairs of the state university in the Philippines. His research expertise includes mathematics education, digital citizenship in learning, and the impact of attitudes and study habits on student performance. Dr. Capuno has also authored books published and sold in Philippines bookstores.

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Published

2025-10-18

Issue

Vol. 5 No. 4

Section

Research Article

How to Cite

Muaña, E. B., Sitoy, R. ., Pinili, L. ., Cabigon, A. F., Añero, M., Espina, R. ., & Capuno, R. . (2025). Parental Satisfaction and Expectations: Evaluating the Impact of an After-School Program for Children with Special Needs. Journal of Learning and Development Studies, 5(4), 07-18. https://doi.org/10.32996/jlds.2025.5.4.2