The preschool years constitute a unique developmental period in which children’s cognitive, emotional, and social capacities rapidly emerge, laying the foundational structures that shape later life experiences. Early education for children with special educational needs has determining effects on both individual development and the quality of life of families. In this context, inclusive education stands out as an educational philosophy that enables children with special needs to participate in learning environments alongside their peers; thus, children gain opportunities for belonging, safe inclusion, interaction, and full participation with typically developing peers (Fleer, 2010; Hyde et al., 2017). Research shows that children with special needs who have access to inclusive preschool education demonstrate more positive developmental outcomes and that the quality of life of families increases (Purcell et al., 2006).

Inclusive education is not limited to the recognition of individual differences; the values of the school community, instructional practices, and intra-team collaboration must be restructured in a way that prioritizes the learning outcomes of all children (Florian, 2017; Florian). However, in practice, numerous challenges such as lack of teacher support, knowledge, and skills, as well as environmental and institutional limitations, directly affect the effectiveness and sustainability of inclusivity (Lee & Recchia, 2016; Warren et al., 2016; Wen et al., 2011). At this point, the role of families is critically important. Families, as the first and most permanent sources of education for children, play a central role in learning processes; therefore, active participation of families in inclusive practices is a determining factor for a child's school success and overall development (Akyol, 2025). Parental involvement increases children's motivation and performance at school and creates positive effects on the quality of life of families (Epstein & Sanders, 2006; Purcell et al., 2006). However, levels of participation vary according to socioeconomic, cultural, and ethnic contexts; therefore, context-sensitive strategies should be developed in family–school interactions (Musendo et al., 2024). For inclusivity to be effective, individual factors such as teacher competencies, in-service training, guidance, and team collaboration, as well as environmental and institutional supports, are necessary. Environmental elements such as legislation, funding, class size, and physical arrangements can act as facilitators or obstacles to implementation (Warren et al., 2016; Wen et al., 2011; Pearson, 2015). The existing literature shows that inclusive preschool practices provide positive effects on children with special needs and their families, but that teacher competencies, resources, and environmental conditions are significant determinants in practice (Purcell et al., 2006; Lee & Recchia, 2016; Kemp, 2016).

This study aims to examine the experiences of a parent of a child diagnosed with ASD who receives inclusive education in the preschool period, thereby addressing the gap in the literature where family perspectives have been relatively less deeply explored and contributing to the understanding of facilitating and hindering factors in practice through family observations. Specifically, the study aims to produce concrete recommendations for practitioners, school administrators, and policymakers by focusing on parents’ experiences regarding the inclusion process, the supportive and hindering factors they observe, and insights derived from these experiences.

This study seeks to answer the following questions: How is the process of starting inclusive education experienced for a child diagnosed with autism in the preschool period? How do the school environment, teacher and peer attitudes, and family–school collaboration affect the child’s development? What are the challenges experienced by the family, and what coping strategies and support mechanisms do they employ? From the parents’ perspective, what factors facilitate and hinder inclusive education?

Research Design This study aims to examine in depth the experiences of a parent who actively participates in the educational process of a child diagnosed with Autism Spectrum Disorder (ASD) and maintains regular communication with the school during preschool inclusive education. Since inclusive education practices vary depending on parental experiences, school–family interaction, and contextual conditions, a single case study design was adopted to explore the process within its natural context (Stake, 1995). The case study design is a robust qualitative approach that allows for holistic and in-depth examination of a phenomenon within its real-life context (Schrank & Mayer, 2013). Although it does not aim to produce generalizable results, this approach provides researchers and practitioners with new perspectives and enables the questioning of existing practices. As noted by Donmoyer (2008), case studies often contribute not by providing direct answers but by generating new and meaningful research questions. Given that inclusive practices are shaped by numerous variables, examining parental experiences through a single case was considered meaningful. Data Collection The primary data source of the study consisted of semi-structured interviews conducted with the parent. The interviews were carried out at different times, lasted approximately three hours in total, and were audio-recorded. The interview questions were designed to cover the child’s entry into preschool education, adaptation to inclusive practices, collaboration with teachers and the school, peer relationships, and the parent’s emotional experiences. To support the data, a parent diary containing notes shared by the parent regarding the child’s educational process was examined; these data were selectively used to support the interview findings. Data Analysis The obtained data were analyzed using content analysis. This method aims to systematically organize the data according to concepts and themes in order to form a meaningful whole. The analysis process was carried out in four stages: coding the data, generating themes, organizing codes and themes, and defining and interpreting the findings (Creswell, 2013). The audio recordings of the interviews were transcribed verbatim by the researcher prior to analysis. During the transcription process, no changes were made to the statements of either the participant or the researcher, and the interviewer–interviewee sequence was preserved. To ensure the reliability of the analysis results, the raw data and the derived findings were presented to an independent expert researcher, and the findings were finalized after reaching consensus.

This study examines the experiences of a parent of a preschool-aged child with ASD in inclusive education in relation to inclusive education, framed around three main themes: the diagnosis and placement process, school-based experiences and collaboration, and family life, emotional experiences, and coping strategies. The first theme showed that the diagnostic process was complex, lengthy, and largely parent-focused. The mother noticed her child’s developmental differences early; yet limited healthcare access and long assessment waits prolonged the diagnostic process. Initial meetings with kindergartens did not provide structured guidance, and the family managed the diagnosis and school placement process through personal research and interactions with other parents of children with special needs. The second theme, focusing on school-based experiences and collaboration, indicated that teachers and support staff lacked sufficient knowledge and expertise in inclusive education. During the time spent at school, challenges encountered by the child were often addressed by seeking guidance from the parent rather than implementing the necessary interventions and strategies independently, which limited the child’s academic, social, and emotional development. The family’s immigrant background and the child’s limited language proficiency further created communication barriers, making integration more difficult. The third theme centered on family life and emotional experiences. The mother noted that her spouse initially struggled to accept the child’s special needs, which led to communication problems and conflicts within the family. The mother’s lack of financial independence and limited social support during this process placed primary responsibility on her, increasing her emotional burden. She expressed feelings of anger, frustration, and being misunderstood throughout the process. Overall, the findings indicate that effective inclusive education is not limited to placement alone. Early identification, teachers’ and support staff’s knowledge and competence in special education, strong school-family collaboration, and comprehensive family support are critical factors for the success of the inclusion process.

Akyol, T. (2025). Voices of parents in Turkey on participation rights of children with disabilities. Child and Adolescent Social Work Journal, 1–12. https://doi.org/10.1007/s10560-025-01050-w Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications. Donmoyer, R. (2000). Generalizability and the single-case study. In R. Gomm, M. Hammersley, & P. Foster (Eds.), Case study method: Key issues, key texts (pp. 45–68). SAGE Publications. Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81–120. https://doi.org/10.1207/S15327930pje8102_5 Fleer, M., & Hedegaard, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge University Press. Florian, L. (2017). The heart of inclusive education is collaboration. Pedagogika, 126(2), 248–253. https://doi.org/10.15823/p.2017.32 Hyde, M., Carpenter, L., & Conway, R. N. (Eds.). (2017). Diversity, inclusion and engagement. Oxford University Press. Kemp, C. R. (2016). Early childhood inclusion in Australia. Infants & Young Children, 29(3), 178–187. https://doi.org/10.1097/IYC.0000000000000062 Lee, Y. J., & Recchia, S. L. (2016). Zooming in and out: Exploring teacher competencies in inclusive early childhood classrooms. Journal of Research in Childhood Education, 30(1), 1–14. https://doi.org/10.1080/02568543.2015.1105330 Musendo, D. J., Zuurmond, M., Nkhonjera, T. A., Polack, S., & Patel, D. (2024). “It is my responsibility to escort my child to school…” Factors influencing parental involvement in educating children with disabilities in Malawi. Social Sciences, 13(12), Article 654. https://doi.org/10.3390/socsci13120654 Pearson, E. C. (2015). Achieving inclusion by targeting children and families in hard-to-reach communities: Innovations from Cambodia and the Philippines. Childhood Education, 91(6), 411–419. https://doi.org/10.1080/00094056.2015.1114786 Purcell, M. L., Turnbull, A., & Jackson, C. W. (2006). Linking early childhood inclusion and family quality of life: Current literature and future directions. Young Exceptional Children, 9(3), 10–19. https://doi.org/10.1177/109625060600900302 Schrank, S., & Mayer, H. (2013). Das qualitative Case-Study-Design: Komplexe pflegerische Phänomene verstehen. ProCare, 18(4), 20–24. https://doi.org/10.1007/s00735-013-0107-1 Stake, R. E. (1995). The art of case study research. SAGE Publications. Warren, S. R., Martinez, R. S., & Sortino, L. A. (2016). Exploring the quality indicators of a successful full-inclusion preschool program. Journal of Research in Childhood Education, 30(4), 540–553. https://doi.org/10.1080/02568543.2016.1214651 Wen, X., Elicker, J. G., & McMullen, M. B. (2011). Early childhood teachers’ curriculum beliefs: Are they consistent with observed classroom practices? Early Education and Development, 22(6), 945–969. https://doi.org/10.1080/10409289.2010.507495