Previous research has shown that children with special education needs (SEN) in inclusive elementary schools in Indonesia face challenges in terms of facilities and social abilities. Some studies have revealed that one benefit of an inclusive school is social inclusion, and parents of children with SEN in Indonesia also want their children to achieve academic success at school. We examined variables that can affect children's academic achievement, i.e., parental involvement, parent educational level, and family socio-economic status, using correlational, hierarchical regression and moderation analysis. Parents assessed their children's academic achievement based on academic outcomes and effort to achieve. We also examined the demographic attributes of parents and children that can affect parental involvement and child academic achievement. Our results showed that parental involvement had a significant correlation with parent perception of the academic achievement of their child with SEN, and that parent educational level moderated the relationship between parental involvement and parent perception of academic achievement.