PARENTAL PERCEPTIONS OF INCLUSION: THE ROLE OF PARENTS OF TYPICALLY DEVELOPING STUDENTS IN SHAPING AN INCLUSIVE SCHOOL CULTURE

Marina Louari

Abstract


This study explores the perceptions of parents of typically developing students regarding the inclusion of students with disabilities in mainstream primary education. Adopting a qualitative research design, data were collected through semi-structured interviews with 25 parents from five primary schools. The data were analyzed using thematic analysis, allowing for an in-depth exploration of participants’ attitudes and experiences. The findings reveal ambivalent parental attitudes. While parents widely recognize the social and emotional benefits of inclusive education—such as the development of empathy, acceptance of diversity, and enhancement of social skills—they simultaneously express concerns related to the adequacy of support structures, teacher preparedness, and potential impacts on academic outcomes. Furthermore, factors such as prior contact with individuals with disabilities and the level of parental awareness were found to positively influence attitudes toward inclusion. The study highlights the importance of strengthening school–family collaboration, enhancing parental awareness, and ensuring adequate institutional support as key conditions for the effective implementation of inclusive education. The findings contribute to the growing body of literature on inclusive education by providing qualitative insights into the perspectives of parents of typically developing students, a group that remains underexplored in existing research.

Keywords


parents’ perceptions, inclusive education

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i6.6905

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