Impact of Family Dynamics and Resource Accessibility on the Wellbeing and Educational Experience of Children with Autism in Biñan Sped Schools, Philippines

Background: Autism Spectrum Disorder (ASD) is an increasingly prevalent neurodevelopmental condition worldwide, where disparities in family support and access to resources significantly influence the well-being and educational outcomes of affected children, particularly in contexts like the Philippines. Aims: determine the impact of family dynamics and resource accessibility to wellbeing and educational experience of Children with autism in Binan SPED Schools. It also sought to identify the significant relationships among these variables. Study Design: A descriptive-correlational research design was employed. The study consisted of forty out of forty-three (43) parents or primary guardians and SPED teachers using purpose sampling. A modified standardized questionnaire was made, validated by experts and tested for reliability, and was used as the primary data-gathering instrument. Place and Duration of Study: The study was conducted in the City of Binan, Laguna, between February 2026 to March 2026. Methodology: The respondents consisted of forty (40) parents of children diagnosed with Autism Spectrum Disorder (ASD) and SPED teachers directly handling these children in Lake Shore Educational Institute and Binan SPED School. A modified standardized questionnaire adapted from the Family Environment Scale (FES) and the Pediatric Quality of Life Inventory (PedsQL) to assess four key domains: Family Dynamics, Resource Accessibility, Well-being, and Educational Experience. The instrument used a five-point Likert scale and underwent face and content validation. Ethical considerations, including voluntary participation and confidentiality, were strictly observed. Data were statistically analyzed using Weighted mean and Pearson r to determine level and relationship of each variables. Results: The findings revealed that Child Development Workers demonstrated positive to very positive perceptions and frequently performed their roles and practices. Statistical analysis showed significant relationships among perceptions, roles, and practices (p < 0.05), indicating that higher levels of positive perception are associated with more effective roles and practices in supporting children's development. Conclusion: The study concludes that family relationships and resource access are interconnected, with resilient families eager to obtain necessary support. Improving students’ well-being and learning requires a comprehensive, holistic approach involving multiple factors.