Mixed-methods study reveals knowledge gaps in inclusion among teachers, parents, and stakeholders, implying need for action.
Key Points
Teachers, parents, and administrators showed good awareness of inclusive education, with parents being slightly more aware of their rights.
Statistical analysis indicated significant differences in knowledge levels, particularly with teachers' roles in Individualized Education Program development.
Qualitative responses highlighted challenges like insufficient training and unclear stakeholder roles hindering effective collaboration.
An action plan focusing on stakeholder coordination and targeted training was developed to enhance inclusive practices in schools.