COGNITIVE DEVELOPMENT IN CHILDREN WITH SPECIAL NEEDS: THE INFLUENCE OF PARENTAL INTERACTION AND EDUCATIONAL ENVIRONMENT
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Children with special needs represent a diverse group of learners whose cognitive development is influenced by individual characteristics and the environments in which they grow and learn. Parental interaction and educational environment play important roles in providing stimulation, emotional support, and structured learning experiences, yet their combined influence on cognitive development among children with special needs requires further examination. This study aims to analyze the influence of parental interaction and educational environment on the cognitive development of children with special needs using an analytical perspective. A quantitative correlational research design was employed involving children with special needs enrolled in inclusive and special education institutions and their parents or primary caregivers. Data were collected through parental interaction questionnaires, educational environment assessments, and age-appropriate cognitive development tests, then analyzed using descriptive statistics, Pearson correlation, and multiple regression techniques. The results indicate that both parental interaction and educational environment have positive relationships with cognitive development, with parental interaction emerging as a stronger predictor. The combined model explains a substantial proportion of variance in cognitive development outcomes, demonstrating complementary contributions from family and educational contexts. The findings suggest that cognitive development among children with special needs is influenced by consistent and supportive experiences across home and educational environments. Strengthening parental engagement and improving inclusive educational environments are therefore important for supporting cognitive development and learning outcomes among children with special needs.
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