Most parents dream of having healthy, happy children who can explore the world and participate in community activities. However, the reality for some parents is different. They face the challenge of raising a child with special needs. This can significantly impact the family, creating new challenges for parents and other family members.

This condition significantly changes family life, especially after receiving the first diagnosis that indicates difficulties in the child. Parents' initial reactions tend to be negative, triggered by feelings such as shock, sadness, confusion, and guilt (Girli, 2018)(Lestari & Pratisti, 2019)(Wardani, 2009). The diagnostic process also often becomes a traumatic experience, difficult to accept by parents at first (Girli, 2018).

Raising a child with special needs is not an easy task, requiring long-term support from parents ((Beighton & Wills, 2017); (Jiu et al., 2020); (McCann et al., 2012)). This support includes direct assistance in daily activities, emotional support, and mediation between the child and service providers (Navalkar, 2010).

Parents raising children with special needs find themselves navigating a unique psychosocial landscape. Previous research reveals that parents of children with special needs, in contrast to those with typically developing children, report heightened levels of stress (Cousino & Hazen, 2013)(Dabrowska & Pisula, 2010)(Lee, 2013)(Padden & James, 2017), an increased risk of depression (Cousino & Hazen, 2013)(Lee, 2013), and frustration (Heiman, 2002). Compared to parents of typically developing children, those with children having special needs often experience social isolation (Cousino & Hazen, 2013), diminished quality of life (Hatzmann et al., 2008)(Heiman, 2002)(Mugno et al., 2007), and encounter physical health challenges (Caicedo, 2014)(Cantwell et al., 2014)(Cousino & Hazen, 2013)(Gallagher et al., 2015)(Seymour et al., 2017). (Caicedo, 2014) additionally noted that mental health, family functioning, and the burden of caregiving pose significant challenges for parents of children with special needs. Families raising children with special needs often grapple with pressures, emotional burdens, and societal stigmas (McLean & Halstead, 2021). Mothers of children with intellectual disabilities, in particular, report a significantly lower sense of happiness (Emerson et al., 2006). The responsibilities faced by families with children with special needs tend to be more demanding than those of families with typically developing children (Mugno et al., 2007) and a more pronounced sense of pessimism regarding the future (Cantwell et al., 2014).

The challenges faced by parents of children with special needs and their resultant impact on family dynamics are identified as triggers for heightened anxiety, tendencies toward excessive protection, and a sense of inflexibility (Dabrowska & Pisula, 2010)(Lardieri et al., 2000)(Padden & James, 2017). (Case, 2000) uncovered personal concerns among parents of children with special needs, specifically regarding their child's ability to adapt to a less constrained environment and apprehensions about the unfolding future.

Parents often harbour a sense of pessimism regarding the future of children with special needs, as they believe that the inherent limitations of these children pose significant obstacles to achieving a successful career (Ariesta, 2016). Research findings presented by (Sari & Dewi, 2013) also suggested that mothers of children with special needs grapple with a challenging and uncertain role in shaping the trajectory of their offspring's future development.

Various factors contribute to the anxiety experienced by parents, encompassing narrow perceptions, distressing experiences, and a prevailing sense of pessimism about their child's capabilities (Insani et al., 2021). (Chan et al., 2018) asserted that parental anxiety is additionally influenced by several mediating mechanisms, including characteristics of the child that are linked to future-related worry, parenting stress, marital conflicts, and family economic pressure. Further research suggests that difficulties faced by a child with special needs in social interactions and relationship-building have repercussions on the mental health of parents, including heightened anxiety (Gray et al., 2011).

Parents of children with special needs grapple with a spectrum of anxieties related to their offspring's future, encompassing aspects such as societal inclusion, educational prospects, financial capabilities, and concerns arising when parents are no longer present (Heiman, 2002). (Heiman, 2002) adds that parents of children with special needs also harbour anxieties related to their child's adolescence and the potential challenges associated with building their own family in the future. Consistent with other research, it is evident that parents of children with special needs often contend with anxieties surrounding their child's future, particularly concerning independence, career pursuits, and marital prospects (Girli, 2018).

In general, future anxiety is understood as fear, uncertainty, apprehension, and concern about unfavourable changes in one's distant person (Zaleski, 1996). (Santoso & Rizkiana, 2019) defined future anxiety as the worry about uncertainty in the future that individuals contemplate regarding the conditions of their lives down the road. In extreme cases, future anxiety can become a source of panic about something tremendously impactful that might happen to someone (Zaleski, 1996). Nevertheless, future anxiety in parents about their children's future is quite natural, as parents share a deep bond with their children and strive to provide the best care and education possible for them (Winarsih & Rohmadan, 2021).

Numerous studies have shown that various factors influence future anxiety. Among the multitude of factors contributing to future anxiety, religiosity (Qolbi, 2020), and self-acceptance (Syams et al., 2023) stand out as noteworthy influences. Religiosity plays a role in reducing anxiety levels by providing emotional and spiritual support that helps individuals cope with life's stressors (Abdel-Khalek et al., 2019). Additionally, engaging in religious activities and embracing religious values positively contributes to one's life, boosting self-esteem and psychological well-being (Fradelos et al., 2020). Individuals with good psychological well-being are less likely to face various mental health issues such as depression, anxiety, and stress (Liu et al., 2009). Participating in religious communities not only offers emotional and social support that alleviates anxiety (Shreve-Neiger & Edelstein, 2004), but also enhances overall life satisfaction (Leondari & Gialamas, 2009). It provides a sense of peace and well-being (Haryanto, 2017)(Wulandari et al., 2022). Conversely, holding negative perceptions about God and religion is associated with poor psychological well-being and distress (Scandrett & Mitchell, 2009).

Several previous studies support the assertion that anxiety has an inverse relationship with self-acceptance. There tends to be a pattern whereas one's level of self-acceptance increases, and anxiety levels tend to decrease, or vice (Ginsburg et al., 2004)(Manik et al., 2023)(McLeod et al., 2007)(Wood et al., 2003). More positive self-acceptance significantly reduces anxiety levels, indicating a strong negative correlation between the level of self-acceptance and the level of anxiety (Yusfina, 2016). Contemporary research on individual differences in self-acceptance indicates that the conditional level of acceptance in a social environment is considered an important indicator of self-esteem and mental health issues, such as anxiety, depression, low acceptance, and beliefs (Vasile, 2013). (Bernard et al., 2013) stated that low self-acceptance levels are positively associated with the emergence of anger and anxiety, as well as suboptimal performance. People with low levels of self-acceptance tend to have higher levels of anxiety (Manik et al., 2023).

This study delves into the often-neglected realm of future anxiety among parents of children with special needs. While existing literature offers glimpses, comprehensive research in this area remains scarce. To address this gap, we explore the potential influence of Islamic religiosity, deeply woven into Indonesian society, on future anxiety. We hypothesize that Islamic religiosity may alleviate future anxiety through the mediating role of parental acceptance. Through this investigation, we seek to illuminate the intricate interplay between Islamic religiosity, parental acceptance, and future anxiety in this unique population. We anticipate that our findings will enrich our theoretical understanding and pave the way for the development of targeted intervention strategies and support systems. Ultimately, we aim to empower parents, fostering resilience and hope as they navigate the challenges and uncertainties of their children's futures

Employing a causal relationship approach, this study investigates the influence of an exogenous variable, Islamic religiosity, on the endogenous variable, future anxiety, among parents of children with special needs. Parental acceptance serves as a potential mediator in this relationship. Focusing on families with children enrolled at SLBN (school for children with special needs) Tasikmalaya, a purposive sampling technique identified 115 parents (46 fathers and 69 mothers) who actively participated by completing the relevant questionnaires after providing informed consent.

Three different scales were employed to gather data. The Future Anxiety Scale, developed by Zaleski (1996), was utilized to collect data on future anxiety, comprising 23 items. The Future Anxiety Scale consists of cognitive and physiological components. Participants were instructed to rate statements such as: "I am uneasy about possible mishaps" using a scale ranging from 0 (decidedly false) to 6 (decidedly true). The validity values ranged from 0.329 to 0.815, and the reliability was found to be 0.900, indicating that the Future Anxiety Scale is both valid and reliable.

Data regarding Islamic religiosity were gathered using the Muslim Religiosity Scale (Amir, 2021), which comprised 12 items. The Muslim Religiosity Scale encompasses various dimensions, including religious belief, practice, and experience. Participants responded to statements such as: "How often do you perform the five daily prayers?" using a scale ranging from 1 (seldom) to 4 (always). The validity values ranged from 0.340 to 0.835, with a reliability of 0.771, indicating that the Muslim Religiosity Scale is valid and reliable.Data on parental acceptance were acquired using the Parental Acceptance-Rejection Questionnaire Short Form (Rohner & Ali, 2016), which consisted of 13 items. The questionnaire covers several dimensions: warmth/affection, hostility/aggression, indifference/neglect, and undifferentiated rejection. Participants rated statements such as: "I care about what my child thinks, and encourage him/her to talk about it" using a scale ranging from 1 (never) to 4 (always). The validity values ranged from 0.336 to 0.720, with a reliability of 0.734, indicating that the Parental Acceptance-Rejection Questionnaire Short Form is valid and reliable.

Validating a scale involves several key steps. The process began by clearly defining the measured concept and developing relevant items or questions. Initial testing was carried out with a small sample to refine the items. The content validity assessment was conducted using expert evaluation to ensure comprehensive concept coverage. Reliability testing used Cronbach's alpha for internal consistency and test-retest methods for stability over time.

The method employed to test hypotheses in this research involved regression analysis to examine the relationships among variables and assess direct effects. Additionally, Baron and Kenny's Method for Mediation was used to explore the indirect influence of exogenous variables on the endogenous variable through a mediator variable (Baron & Kenny, 1986). This method required meeting specific conditions to establish mediation: the exogenous variable had to show a significant influence on the endogenous variable, the exogenous variable had to influence the mediator significantly, and the mediator had to influence the endogenous variable significantly.

Path analysis was also utilized to analyze the research data. Path analysis is an extension of regression analysis used to examine the role of mediating variables in the relationship between exogenous and endogenous variables.

The method employed to test hypotheses in this research involves regression analysis to examine the relationships among variables and assess direct effects. Baron and Kenny's Method for Mediation is also utilized to explore the indirect influence of exogenous variables on the endogenous variable through a mediator variable. The hypothesis testing process is conducted through data analysis using SPSS version 25, with the results presented in Table 2 and Baron and Kenny's Method for Mediation.

Hypothesis testing involving a mediator variable was conducted using Baron and Kenny's Method for Mediation. The following conditions have been met in the analysis results to support mediation according to (Baron & Kenny, 1986).

Based on the findings and discussions, the conclusion drawn from this study is as follows: An indirect influence exists where Islamic religiosity affects future anxiety, mediated through parental acceptance among parents of children with special needs. Consequently, this research advocates for implementing targeted programs designed to promote Islamic religiosity and foster parental acceptance. These initiatives offer a strategic approach to mitigating the enduring impacts of future anxiety within this demographic.