Article 24 of the CRPD (2006) underpins inclusive education for children with disabilities as a human right. However, global systems often fail to meet these needs, with persistent segregation, limited accessibility, and inadequate accommodations (Anderson & Boyle, 2020). Inclusion is frequently reduced to physical placement, neglecting meaningful participation and systemic adaptation (de Beco, 2022). Critics argue this reinforces segregation rather than fostering inclusivity. Parental perspectives, shaped by concerns over bullying, isolation, and insufficient support, remain mixed (Gal et al., 2025). Systemic reform prioritizing parent and student voices is essential. This paper seeks to examine parental perceptions of children with additional educational needs, addressing a notable gap in research that has often overlooked these critical stakeholders (Sharma et al., 2022). It investigates the factors influencing parents' choices between mainstream and special schools for their children, as well as their satisfaction with these decisions. Using the recently developed Parental Perception of Inclusion Climate Scale (PPICS, Sharma et al., 2022), a tool designed to assess parents' views on school practices related to inclusion, our findings from a study with 9 countries, show that parents of children in special schools, report significantly higher levels of satisfaction compared to those with children in mainstream schools. Among parents considering a change in their child's school, those with children in mainstream schools are three times more likely to seek such a move. Notably, the likelihood of wanting to switch schools is not influenced by the level of support needs, though this trend varies in some country-specific data. Furthermore, 68% of respondents believe that special schools or special classes are necessary to meet the needs of students like their child, underscoring strong support for specialized education settings. Implications for practice and recommendations for policy and practice will be discussed.

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