The concept of inclusive education has gained significant traction in recent years, highlighting the need to create supportive educational environments for all students, particularly those with special educational needs. Parental perceptions are crucial in shaping these inclusive climates, as they influence not only children’s experiences but also the effectiveness of inclusive practices within schools (De Boer et al., 2010; Stevens & Wurf, 2020). This symposium brings together three studies that explore different aspects of parental perceptions of inclusive education in different contexts, providing valuable insights into how these perceptions can inform and enhance inclusive practices globally. These studies highlight the importance of international comparisons in understanding parental perceptions of inclusive education. By examining diverse cultural contexts - from Europe to the Middle East - this symposium highlights how different education systems, societal norms and policy frameworks shape parental experiences, perceptions and expectations of inclusive education. Such comparative analyses are essential for identifying the best practices that can be adapted across borders, thus promoting a broader understanding of inclusion as a global imperative. These studies are part of a larger research group involving numerous countries worldwide, that aims to give parents a voice in discussions on inclusive education, prioritizing the perspectives of parents and carers of children with special educational needs and addressing the lack of cross-country data and analysis in this area. Our research group is conducting a longitudinal study using quantitative and qualitative data to understand why and how parents and carers decide to enroll their children in one or another setting. In this symposium we will present cross-country comparisons and individual country data from some of the participating countries on parents’ and carers’ perspectives on their children’s education.

This research explores parental perceptions through the lens of Bronfenbrenner's Ecological Systems Theory (1979), which provides a framework for understanding how different environmental factors influence parental decisions regarding the placement of their children in either special or inclusive settings. Parents/caregivers may consider many factors when making placement decisions (e.g., support from teachers and schools within their microsystem, Matthews et al., 2022; satisfaction with the placement option influenced by wider societal norms within their macrosystem, Sharma et al., 2022). The framework allows us to explore how these decisions, perceptions and motivations vary across different country contexts.

The first presentation examines the perceptions of parents and caregivers in Italy and England regarding school provision for students with special educational needs. By analyzing the responses of over 400 participants, this research highlights common priorities for improving inclusive education while addressing systemic barriers unique to each country’s educational framework.

The second presentation investigates the relationship between parental efficacy and inclusive practices in the context of the United Arab Emirates. This study examines how parental confidence affects their involvement in their children's education and provides critical insights that could support future policies aimed at improving support services for families navigating inclusive education.

The final presentation focuses on the development of a short scale to assess parental perceptions of inclusive education. The study refines the "Parental Perception of Inclusion Climate Scale" (PPICS) into an eight-item version focusing on ‘teacher and school support’ and demonstrates its reliability and validity for a German sample of over 4,000 parents and caregivers.

In conclusion, this symposium highlights parents’ and carers’ diverse perspectives on inclusive education in diverse cultural contexts. By addressing gaps in existing research on parental perceptions, these studies contribute significantly to our understanding of how to foster effective partnerships between families and schools. Ultimately, enhancing parental involvement is essential to promoting successful inclusive practices that benefit all students, thereby strengthening the fundamental right to high-quality inclusive education worldwide.

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. De Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181. Matthews, J., Millward, C., Hayes, L., & Wade, C. (2022). Development and validation of a short-form parenting self-efficacy scale: Me as a parent scale (Maaps-SF). Journal of Child and Family Studies, 31(8), 2292–2302. Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742. Stevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.