Article 26 of the Universal Declaration of Human Rights (United Nations, 1948, Art.26, para.3) states that “parents have a prior right to choose the kind of education that shall be given to their children”, positioning parental choice as a fundamental principle alongside the ideal of inclusion (UNESCO, 2009). Parental choice may involve decisions between educational provisions, including mainstream and special schools for children with additional educational needs. Previous research shows that when parents consider different educational provisions, special schools are often described not as an active preference, but as a necessary solution when mainstream schools are perceived as insufficiently adapted to their children’s needs. This situation has been described as a constrained choice, shaped by limited local alternatives, repeated negative experiences with mainstream provision, and prolonged negotiations with educational authorities (Satherley & Norwich, 2022). Research has also shown that parents are knowledgeable contributors to understanding their children’s needs and future prospects (Illum et al., 2018). Despite this, parents’ perspectives remain underrepresented in research on educational decision-making for children with additional educational needs (Sharma et al., 2022). Within the Norwegian education system, parental collaboration is legally mandated (the Education Act, 2023), while opportunities for choosing between schools are formally limited and largely determined by local authorities. This study examines how parents of children with additional needs navigate educational choices within the Norwegian inclusive education system, including their hopes for an ideal educational environment. The study is based on qualitative, semi-structured interviews with 19 parents. Parents describe their educational choices as shaped by concerns for their children’s future learning, participation, and belonging. Preliminary analysis identified three main themes: (1) parental “choice” and the role of contextual and situational factors; (2) parents’ experiences of advocating for justice and equality; and (3) school transitions as a search for competence and belonging. The findings suggest that while parents would welcome a wider range of educational options, their decisions are constrained by context-dependent opportunities and shaped by their visions of what an ideal school should provide. Parental satisfaction does not appear to be primarily related to school type, but rather to factors such as relational support, flexibility, empathy and responsiveness among educational stakeholders, professional competence, and feeling heard and taken seriously. The study highlights the importance of parental perspectives for understanding educational decision-making and for developing a more just and equitable education system.

Illum, N. O., Bonderup, M., & Gradel, K. O. (2018). Parents’ Expressions of Concerns and Hopes for the Future and Their Concomitant Assessments of Disability in Their Children. Clinical Medicine Insights: Pediatrics, 12, 1179556518784948. https://doi.org/10.1177/1179556518784948 Norwegian Ministry of Education and Research. 2023. Opplæringslova [Education Act]. LOV 2023 06 09 25. Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining Parental Perception of Inclusive Education Climate. Frontiers in Education, 7, 907742. https://doi.org/10.3389/feduc.2022.907742 UNESCO. (2009). Policy Guidelines on Inclusion in Education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000177849 United Nations. (1948). Universal Declaration of Human Rights. United Nations. https://www.un.org/en/about-us/universal-declaration-of-human-rights