Purpose This study aims to examine the lived experiences of mothers of children with autism spectrum disorder (ASD) enrolled in mainstream schools in Kosovo and how they navigate the challenges and possibilities of inclusive education. Design/methodology/approach A qualitative phenomenological design was adopted. Semi-structured interviews were conducted with 10 mothers of children aged 8–10 years with formal ASD diagnoses attending mainstream schools implementing inclusion policies. Interviews (45–70 min) were audio-recorded, transcribed verbatim and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. Findings Five themes emerged: (1) emotional labor and resilience; (2) limited institutional support; (3) advocacy as a daily necessity; (4) hope through teacher collaboration; and (5) the critical role of assistants for students with special educational needs (SEN). Trained, integrated assistants were viewed as essential mediators of participation, learning and emotional regulation. Inclusion frequently depended on sustained maternal advocacy rather than system design, though consistent teacher–parent collaboration noticeably improved experiences. Research limitations/implications Small purposive sample from three municipalities; fathers, teachers, assistants and leaders were not interviewed. Future work should triangulate stakeholders and assess longitudinal outcomes. Practical implications Professionalize assistants for students with SEN (qualification, role clarity and team-based work); embed autism-inclusive pedagogy in teacher development; and formalize two-way family–school communication. Social implications Reducing hidden emotional and advocacy burdens on families, especially mothers, can enhance equitable participation and community trust in inclusive schooling. Originality/value By centering maternal voices in an under-researched low- and middle-income countries /transition context, this study highlights how inclusion can become symbolic without structured supports. It offers practice-ready insights for strengthening assistants for students with SEN provision, teacher preparation and family–school partnerships.
Kadriu et al. (Mon,) studied this question.