Dynamics of Parental Acceptance and Resistance to Inclusive Education Implementation in Elementary

Abstract

Inclusive education is increasingly promoted to ensure equitable access to learning. however, its successful implementation in elementary schools is often shaped by parental attitudes, particularly those of parents of regular students. This study seeks to explore the dynamics of acceptance and resistance among parents of regular students regarding the implementation of inclusive education in elementary schools. Employing a qualitative descriptive approach, data were gathered through in-depth interviews with parents of regular students in inclusive elementary schools. The data were analyzed using thematic analysis, which involved coding, categorization, and theme development to identify recurring patterns of perception and response. The findings reveal that parental acceptance is generally linked to moral values, empathy, religious beliefs, and awareness of children's rights, while resistance is primarily driven by concerns over academic quality, classroom effectiveness, and a limited understanding of inclusive practices. Additionally, the study highlights the importance of school communication and parental involvement programs in fostering supportive attitudes. These findings underscore the need to strengthen collaborative strategies between schools and families to mitigate misconceptions and create a more supportive environment for the implementation of inclusive education.