Shruti Bhargava, Amruta Narumanchi


The purpose of the study was to explore the perceptions of parents of typical children towards inclusive education and children with special needs. The research design was exploratory and descriptive in nature. Fifty parents of typical children of an inclusive school and 5 experts heading an organisation for children with special needs formed the sample.  In-depth interviews were conducted to gain information on the awareness and understanding about an inclusive setup, descriptions and explanations of children with special needs, and advantages and disadvantages of an inclusive setup for children. In addition, draw and dialogue technique was used with parents and experts to supplement the data from the interviews, to elicit descriptions and understanding of children with special needs. Results showed positive reactions towards children with special needs. Parents supported inclusion, but suggested separate classes for academics. Experts’ descriptions of children with special needs were more technical than those of the parents.

DOI 10.5463/DCID.v22i1.10


Inclusive education ;children with special needs;India

Full Text:



Jones MN, Thorn CR, Chow P, Thompson IS, Wilde C. Equifinality:Parents’ and students’ attitudes towards student-centred approach to integration. 2002. Retrieved on May, 2005 from

Richey DD, Wheeler JJ. Inclusive early childhood education. US: Delmar Publishers, 2000.

Alur M, Timmons V. Transformational learning: A description of how inclusionary practice was accepted in India. International Journal of Special Education, 2004; 19, (1) Retrieved on May 2005 from

Bennett T, Deluca D, Bruns D. Putting inclusion into practie: Perspective of teachers and parents. Journal of Exceptional Children, 1997;64, (1), 115-131.

Kavale KA, Mostert MP River of Ideology : Islands of evidence. In Mitchell,D. Special educational needs inclusive education(2nd ed.). NY: Routledge, 2004.

Duhaney LMG, Salend SJ Parental perceptions of inclusive educational placements. In Mitchell, D. Special education needs and inclusive education (2nd ed.). NY: Routledge, 2004.

Green SK, Shinn MR Parent attitudes about special education and reintegration: What is the role of student outcomes? Exceptional Children, 1994;61(3), 269-281.

Lifshitz H, Glaubman R, Issawi R. Attitudes towards inclusion: the case of Israeli and Palestinian regular and special teachers. International Journal of Special Needs Education. 2004;19 (2), 171-190.


Villa RA, Thousand JS, Meyers H, Nevin A. Teacher and administrator perceptions of heterogenous education. Journal of Exceptional Children, 1996;63, (1), 29-45.

ScruggsTE, Mastropieri MA. Teacher perceptions of mainstreaming/inclusion: A research synthesis. Exceptional Children, 1996; 63(1)59-74.

Alur M. Invisible child: A study of policy exclusion. New Delhi: Viva Books Private Ltd., 2003.

Dalal A.K. Disability rehabilitation in a traditional Indian society. 2000. Retrieved on April, 2005 from


Copyright (c) 2015 Shruti Bhargava, Amruta Narumanchi

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Supported by:


© Disability, CBR & Inclusive Development