<![CDATA[Study was motivated by parents’ limited understanding of how to appropriately support children with special needs categorized as slow learners and by the absence of a structured family guidance module in inclusive schools. Children with slow learning characteristics require consistent academic and emotional support because they tend to process, understand, and retain information more slowly than their peers. Therefore, parents need practical and systematic guidance to provide appropriate support at home. This study aimed to develop and determine the feasibility of a family guidance module for parents of children with slow learning characteristics. The study employed Level 1 Research and Development (R&D), focusing on product design and expert validation without large-scale field testing. The development procedures included identifying potentials and problems, collecting information through interviews and literature review, designing the module, validating the product, and revising the design. Product feasibility was assessed by three validators representing subject-matter, language, and practitioner expertise. The validation results were 95% for material, 94% for language, and 78% for practical aspects, resulting in an average feasibility score of 89%, categorized as highly feasible. These findings indicate that the developed module is conceptually relevant, linguistically comprehensible, and practically applicable as a supporting medium for family guidance services. The module can therefore serve as a structured guide for strengthening parental involvement in supporting children with slow learning characteristics within inclusive education settings]]>
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