Explore Perspectives of Teachers and Parents on Inclusive Education: A Phenomenological Study

Abstract

The present study examines the experiences of teachers and parents about inclusive education at secondary level. Inclusive education is about equal opportunities in learning for every child, including those with diverse learning needs and disabilities, in mainstream education. The research was carried out in the context of an inclusive education project in order to gain insight into the experiences, perceptions, problems and expectations of teachers and parents of implementing inclusive education in schools. To obtain detailed information about the experiences of the participants, a phenomenological research design was used. Semi-structured interviews were used to gather data from secondary school teachers and parents who are in inclusive classrooms. The results have shown that generally, teachers' and parents' attitudes towards inclusive education were positive and they were aware of the importance of inclusive education in fostering social interaction, equality, empathy and academic participation of students. There were challenges, however, such as a lack of teacher training, inadequate teaching resources, and insufficient support in the classroom, communication issues between the school and families, and problems with meeting diverse learning needs in overcrowded classrooms. The study also points to the importance of professional development opportunities, collaboration between teachers and parents, policy support, and educational resources to reinforce inclusive practices in secondary schools. The research adds to the existing body of knowledge regarding inclusive education and provides insight into the perspectives of parents and teachers in relation to the contextual nature of inclusive education, and also offers practical recommendations for how to make inclusive educational environments better in schools.