Inclusive Practices in the Existing School Environment: Parental Perceptions and Concerns
Abstract
Purpose: This qualitative research paper explores the factors affecting parental perceptions and concerns about inclusive education. It also investigates the factors influencing the access and participation of children with disabilities in mainstream schools.
Design/Methodology/Approach: Ten parents (n=10) of children with and without disabilities were selected through purposive sampling from inclusive primary schools of Punjab. Semi-structured interviews and thematic analysis were employed for data collection and analysis.
Findings: Findings revealed that parents of children with disabilities are more inclined towards inclusive education. Reactions of parents, quality of instruction and institutional support have created a feeling of un-certainty and dissatisfaction amongst the parents of children with disabilities about inclusion. Large class sizes and time constraints have been established as barriers to inclusion.
Implications/Originality/Value: The study would be beneficial for the school department to consider the factors adversely affecting the process of inclusion. Parents’ guidance and counselling may be made mandatory to make inclusive education successful.
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