As countries increasingly explore the benefits and challenges of inclusion to improve their education systems, fostering distributed leadership that encourages broader ownership in inclusive policies and practices is essential for success (Bolden, 2008; UNESCO, 2015). In this process, understanding parents’ and caregivers’ perspectives on inclusive education policies and practices to co-construct meaning and knowledge collaboratively is gaining global attention (EADSNE, 2022; Shepherd & Kervick, 2016). However, despite such growing recognition, research on their views remains limited (Sharma et al., 2022; Zanobini et al., 2018). To address this gap, 29 researchers from 11 countries, members of the Consortium of Inclusive Teacher Education and Development (CITED), conducted a study examining parent and caregiver perceptions of school provision for students with special educational needs. The questionnaire administered included the “Parental Perception of Inclusive Climate Scale” (Sharma et al., 2022), the “Me as a Parent Scale” (Short Version; Matthews et al., 2022), and four open-ended questions. Parents and caregivers whose children have a formal disability or learning disorder were invited to participate using various channels such as social media, national and local organizations, and schools and teachers. This presentation concentrates on the data obtained in England and Italy and specifically focusses on respondents’ views regarding the way forward to improve inclusive education in mainstream schools The number of responses collected between February and July 2024 in England and Italy were 255 and 163, respectively. The respondents’ diverse demographic backgrounds aided in capturing a wide range of perspectives. Salient results highlighted shared priorities notwithstanding the differences between the education systems. Needs identified included continuous professional development, the development of inclusive curricula, teaching and assessment methods, better classroom content accessibility, and additional resources to promote learning among students with special needs. While reflective of other studies globally, this research highlights previously overlooked parental insights. Key findings underscore the necessity of addressing systemic barriers, fostering partnerships between schools and families, and ensuring sustained investment in inclusive education. These perceptions are critical for informing policymakers, educators, and stakeholders, offering proactive recommendations to enhance inclusive practices rather than viewing special education as the alternative option to unsuccessful mainstream education. Parents and carers are suggesting that mainstream schools can learn from effective education practices and provision in special schools. By advancing equitable and inclusive education, this work supports the fundamental right to quality inclusive education and lifelong learning opportunities for all (UNESCO, 2015).

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