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Exploring inclusive education through the lenses of teachers, school leaders, and parents of learners with special needs

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Mixed-methods research reveals varying levels of knowledge and involvement in inclusive education among teachers, parents, and school leaders.

Parents demonstrated the highest self-rated knowledge of inclusive education, surpassing teachers and administrators.
Significant differences among the groups in knowledge and involvement highlighted the varying degrees of engagement with inclusive education.
Thematic analysis revealed challenges like limited resources, but also successes in collaboration among stakeholders.
An action plan was proposed to enhance training, resources, and partnerships for effective implementation of inclusive education.

Dorothy Gaye Giangan (2025) studied this question.

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Mixed-methods research reveals varying levels of knowledge and involvement in inclusive education among teachers, parents, and school leaders.