. (2025). Parents of Typically Developing Children's Attitudes Toward Inclusion. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40(142), 449-471. doi: 10.21608/sec.2025.427649
. "Parents of Typically Developing Children's Attitudes Toward Inclusion". دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40, 142, 2025, 449-471. doi: 10.21608/sec.2025.427649
. (2025). 'Parents of Typically Developing Children's Attitudes Toward Inclusion', دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40(142), pp. 449-471. doi: 10.21608/sec.2025.427649
. Parents of Typically Developing Children's Attitudes Toward Inclusion. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 2025; 40(142): 449-471. doi: 10.21608/sec.2025.427649
Parents of Typically Developing Children's Attitudes Toward Inclusion
While the concept of inclusion has been practiced in many parts of the world, there remains a significant gap in understanding the attitudes and perceptions of parents of typically developing children towards this approach. Parents of typically developing children are very crucial in the success of inclusive education, as their children share the same learning environment with students with special needs. The purpose of this study was to analyze such perceptions and find out what factors make parents support or oppose inclusion with special reference to age, education, and familiarity of the concept of inclusion. It is important to have this knowledge in order to devise proper interventions to address the concerns of parents and improve the practice of inclusion in education. A qualitative research method used to study parents of typical development children’s perceptions towards inclusion in public school. Result indicated that there is broad support for inclusive education among parents, concerns about academic performance, behavior, and resource adequacy highlight areas needing attention for successful inclusion.
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