Parents' Involvement In Developing The Socio-Emotional Competence Of Special Needs Children Having Learning Difficulties

This study aims to see the involvement of parents in improving socio-emotional skills among children with special needs and learning problems. Stratified sampling was used in this study and involved 601 parents with special needs children. This study used a quantitative survey method. The researcher applied a quantitative approach through a questionnaire as primary data to assess the involvement of parents with special needs children with learning disabilities and the relationship between parental involvement and the socio-emotional skills of special needs children with learning disabilities. The data obtained from the questionnaire was coded and entered into the computer. The data were processed and analyzed using the (SPSS) program. Two types of statistics were used, namely descriptive and inferential statistics, referring to Whichearson's CorrelationcorrelationOn the whole, the level of parental involvement of children with special needs was high. A detailed analysis of each aspect of the involvement of parents of special needs children showed that all aspects, namely the role of parents (mean=4.393; s.d.=0.224), parents' self-efficacy (mean=4.377; s.d.=0.254), an invitation from children towards parental involvement (mean=4.636; s.d.=0.228), knowledge and skills of parental involvement (mean=4.659; s.d.=0.277), and time and energy of parental involvement (mean=4.675; s.d.= 0.262) were at high level. Pearson's correlation analysis showed a relationship between special needs children's parental involvement and socio-emotional skills, which was 0.148. Overall, parents showed a dedicated effort to support their children's development.