<p>This study investigates the role of parental involvement in the English learning progress of Kurdish students with special educational needs (SEN) in the Kurdistan Region of Iraq. As the first study of its kind in the region, it examines key factors including parents’ English proficiency, their involvement and awareness, curriculum, educational system, and the home environment. Data were collected through a questionnaire completed by 15 parents of SEN students enrolled in two institutes, anonymised as Qandil and Karookh. Quantitative data were analysed using descriptive statistics, including frequencies, means, modes, and standard deviations. The questionnaire’s reliability was confirmed with a Cronbach’s alpha of 0.75, indicating acceptable internal consistency. The findings highlight significant challenges, such as curricular limitations and resource shortages, while emphasising the positive impact of parental involvement on students’ learning outcomes. The study recommends targeted training programmes, tailored curricula, and enhanced resources to address these challenges. It offers valuable insights for policymakers, educators, and researchers seeking to improve SEN education in the region.</p>