Understanding Participation in Inclusive Education: Teachers' Perspectives on Children With Intellectual and Developmental Disabilities.

BACKGROUND

Understanding teachers' perspectives is essential for promoting the meaningful participation of children with intellectual and developmental disabilities in inclusive schools.

METHOD: This qualitative phenomenological study explored primary school teachers' perspectives on the participation of children with intellectual and developmental disabilities in inclusive education. Semi-structured interviews were conducted with 28 primary school teachers working in Türkiye.

RESULTS

Teachers reported that inclusive education, when it supports children's active participation, enhances social skills, strengthens a sense of belonging, and promotes inclusion in the wider community. However, they also identified significant barriers, including overcrowded classrooms, long class periods, negative peer attitudes, and self-stigma. Although teachers expressed a commitment to inclusive practises, many reported insufficient experience, training, and confidence in supporting these children.

CONCLUSIONS

Strengthening pre-service and in-service teacher training, revising curricula, and creating supportive classroom environments are essential for ensuring the meaningful participation of children with intellectual and developmental disabilities in inclusive education.