Parental Involvement, Social Support, and Accessibility of Community Resources for Children with Intellectual Disabilities at Division of Calamba City

Children with intellectual disabilities (ID) encounter several developmental obstacles that require a strong support structure to thrive. This process requires parental involvement, strong social support networks, and community resources, according to research. The study examined parental participation, social support, and community resources for intellectually disabled children in Calamba City. A descriptive-correlational study design was used to evaluate these variables' associations. From 100 parents of children with intellectual disabilities in Calamba City, 80 were randomly selected. A modified survey instrument from earlier studies was validated by experts and tested for reliability using Cronbach's alpha. Average weighted mean parental participation was 3.56, indicating significant involvement. Parental participation in emotional (3.61), decision-making (3.54), and educational (3.53) support was strong. Social assistance for children with intellectual disabilities was "Greatest Extent" for school (3.53), instrumental (3.43), and informational (3.37). The weighted mean of 3.39 indicated strong community resource accessibility. Accessibility and effectiveness ranked first (3.40), followed by availability (3.36). Parental involvement and social support were significantly correlated in several areas: emotional support (r=0.492), instrumental (r=0.346), and school support (r=0.550); decision-making (r=0.474), instrumental (r=0.353), and school support (r=0.477). Parental educational support was associated with community resources in availability (r=0.387), ease of access (r=0.460), and efficacy (r=0.410). Community resource availability (r=0.422), ease of access (r=0.473), and efficacy (r=0.452) were also strongly associated to emotional support. Informational and instrumental social support had significant relationships with community resource availability, ease of access, and effectiveness (r=0.724, r=0.826, r=0.773, r=0.806). In conclusion, parental involvement in emotional support, decision-making, and educational support is strong, showing that parents celebrate their children's successes and provide a loving atmosphere. At the "Greatest Extent," schools provide school, instrumental, and informational social support for children with intellectual disabilities, reflecting their attempts to customize education and provide specific services. Respondents highly agree that community resources are available, accessible, and effective. Parents' educational, emotional, and decision-making participation increases social support and community resource availability. Social assistance also improves community resource access. A comprehensive action plan that increases parental involvement, social support, and resource access for children with intellectual disabilities is needed to sustain these advances.