Abstract
This study explored the lived experiences of parents assisting kindergarten learners with special needs at Sacro Costato School during the School Year 2025–2026. Specifically, it examined the parents’ experiences in supporting their children’s learning, the challenges they encountered, the strategies they used at home, and their recommendations for improving support systems for families of children with special needs. The study employed a qualitative research design using the transcendental phenomenological approach of Moustakas. Three parent-participants were selected through complete enumeration. Data were gathered through open-ended questionnaires and supported by field notes. The collected data were analyzed using thematic coding guided by Braun and Clarke and interpreted through phenomenological analysis. The findings revealed that parents experienced both meaningful and challenging situations while supporting their children’s learning. They developed stronger emotional connections with their children, became more actively involved in the learning process, and experienced personal growth characterized by increased patience, resilience, and adaptability. However, they also encountered challenges related to behavior management, communication difficulties, emotional stress, and competing family responsibilities. To address these challenges, parents employed strategies such as structured routines, positive reinforcement, individualized learning approaches, and collaboration with teachers. The participants further emphasized the importance of accessible therapy services, parent support programs, specialized resources, and stronger educational and community support systems. The study concludes that parents play a crucial role in the educational and developmental progress of kindergarten learners with special needs. Strengthening home-school partnerships, improving access to specialized services, and enhancing support systems for families may contribute to more inclusive and effective learning environments for children with special needs.