Perceptions and Attitudes of Parents of Children With and Without Intellectual and Developmental Disabilities Toward Inclusive Preschool Education

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We examined Israeli parents’ perceptions and attitudes toward inclusive preschool education for children with and without intellectual and developmental disabilities. Using qualitative focus groups and questionnaires, researchers interviewed 23 Jewish parents (16 with typically developing children, seven with children with disabilities) at Shalva’s inclusive preschool program. Four themes emerged: positive parental feelings toward inclusion, viewing inclusion as “real world” preparation, high developmental expectations, and identification of success facilitators including dedicated staff and individualized approaches. Both parent groups demonstrated favorable attitudes—parents of typically developing children were motivated by social justice values, while parents of children with disabilities sought developmental opportunities and community integration. Findings emphasize the role of parental support, professional staff training, and tailored programming in implementing effective inclusive education that benefits all participating children and families.