A better quality education and meaningful school environment are achieved when families-teachers-community collaborated as one for a common goal. The study aimed to assess family involvement in educating school learners with special needs. This was focused at West City Central School, West I District, Cagayan de Oro City to determine whether the school met the state standards; the existence of a written school policy for families; how families were accepted and treated; and the barriers to families? involvement. A survey research design was used to achieve the objectives. There were 47 respondents: forty (40) parents and seven (7) teachers of the learners with special needs using Random sampling. Survey questionnaires were administered to the respondents and qualitative-quantitative data analyses were employed. The findings revealed that families were given opportunities to be involved in school programs and activities; diverse families were welcomed; there were minimal opportunities for family education and training; few school policies were created and explained to the families, and not all families? needs and state standards were met. The recommendations were families should receive adequate and relevant education workshops/training; regular family-teacher conferences; and increase the family involvement opportunities in all aspects.

Strengthening; Policy implication; theoretical; practical;

family involvement

special education