Inclusive education perspectives of teachers, school administrators, and parents of children with special needs

This study explored the perspectives of teachers, school administrators, and parents regarding inclusive education at Liloan Central School for the school year 2025–2026. Specifically, it examined their levels of knowledge and involvement, identified significant differences among these stakeholder groups, and proposed an action plan to enhance inclusive practices. The study employed a mixed-methods design, combining quantitative data from structured questionnaires and qualitative insights from open-ended responses. A total of 85 participants, composed of 50 teachers, 5 school administrators, and 30 parents of children with special needs, were selected using convenience sampling. Findings revealed that all three groups possessed a good understanding of inclusive education, with parents demonstrating slightly higher awareness of their rights and roles. However, gaps were noted in specific areas such as teachers’ involvement in Individualized Education Program (IEP) development and collaboration with SPED specialists, as well as parents’ familiarity with technical aspects of inclusion. Statistical analysis using one-way ANOVA confirmed significant differences in knowledge and no significant differences in involvement levels among the groups. Thematic analysis of qualitative responses highlighted common challenges, including a lack of training, unclear roles, and insufficient stakeholder collaboration. Based on these findings, an action plan was developed focusing on capacity-building initiatives, stakeholder coordination, and policy alignment. The plan aims to improve inclusive education implementation through targeted training, school-community partnerships, and system-wide support. This study underscores the importance of multi-stakeholder engagement and continuous professional development in fostering inclusive, equitable, and supportive learning environments for children with special needs.