Abstract
Parental involvement plays a crucial role in the education and development of children, particularly those with special educational needs such as mild intellectual developmental disorders (MIDD). However, many underprivileged parents face significant barriers that limit their ability to provide effective support, including financial constraints, limited educational backgrounds, long working hours and restricted access to information and resources. This study explores the perceptions of underprivileged parents regarding their roles in supporting children with MIDD, with a focus on understanding the challenges they encounter and the type of support they
need from schools and communities. The study is underpinned by Bronfenbrenner’s
Ecological Systems Theory and Role Theory, which together provide a framework for
understanding how parents’ roles are shaped by interactions within the home, school, community, and broader socio-economic environment. This study adopted a qualitative research design to gain an in-depth understanding of the experiences and perceptions of underprivileged parents of children diagnosed with mild intellectual developmental disorders (MIDD). Participants were selected through purposive sampling from under-resourced communities to ensure the inclusion of parents with direct and relevant experiences. Data were collected through semi-structured, in-depth
interviews, which provided flexibility for participants to articulate their lived experiences
while allowing the researcher to explore emerging issues in greater depth. The data were analyzed using thematic analysis, enabling the systematic identification, organization, and interpretation of recurring patterns and key themes related to parental involvement, challenges, and support needs. Using a qualitative approach, the research highlights the lived experiences of parents, revealing how socioeconomic
pressures, lack of awareness and systemic challenges affect their ability to engage meaningfully in their children’s education. The findings underscore the importance of empathetic and context-sensitive approaches that recognize parents as key partners
in inclusive education. Based on these insights, the study proposes practical guidelines to strengthen home–school partnerships, empower parents and ensure that children with MIDD receive the consistent support necessary for their academic, social
and emotional development. Ultimately, this research emphasizes that with the right guidance, resources, and collaboration, underprivileged parents can play a pivotal role in fostering their children’s growth and helping them reach their full potential.