ABSTRACT This study examines the attitudes and experiences of Social Research Workers (SRWs), a specific group of special educators in the KRI, who are located in mainstream schools, and are pivotal in facilitating the enrollment of children with disabilities, including intellectual disability (ID), autism spectrum disorder (ASD), and other developmental disabilities, in public and private schools. Through qualitative interviews with 20 SRWs (self‐selected from 160 participants attending a workshop on special educational needs) and thematic content analysis, key barriers to inclusion were identified. Overall, there was no consensus among SRWs regarding the inclusion of children with disabilities in mainstream schools. Participants highlighted five major challenges: (1) insufficient leadership and administrative support, (2) inadequate infrastructure and financial resources for environmental modifications, (3) limited access to support services and professional development, (4) weak engagement of stakeholders such as parents, teachers, and caregivers, and (5) ineffective communication and problem‐solving systems. Nonetheless, a majority of SRWs expressed conditional support for inclusion, emphasizing the need for greater investment in teacher training, parent education, and systemic reforms. They also suggested that media campaigns showcasing success stories and the benefits of inclusion could foster broader societal acceptance. The study underscores the importance of addressing these barriers to develop a more inclusive educational system in the KRI, starting from preschool onwards. By highlighting the perspectives of SRWs, this research provides valuable insights for policymakers and educators aiming to align the KRI's educational practices with international standards of inclusion.
Samadi et al. (Sun,) studied this question.
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