Understanding Participation in Inclusive Education: Teachers' Perspectives on Children With Intellectual and Developmental Disabilities
Journal of Applied Research in Intellectual Disabilities, cilt.39, sa.5, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 39 Sayı: 5
- Basım Tarihi: 2026
- Doi Numarası: 10.1111/jar.70321
- Dergi Adı: Journal of Applied Research in Intellectual Disabilities
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), MEDLINE, Psycinfo, Public Affairs Index, Academic Search Ultimate (EBSCO), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO)
- Anahtar Kelimeler: inclusive education, intellectual and developmental disabilities, participation, teachers' perspectives
- Hacettepe Üniversitesi Adresli: Evet
Özet
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.