Abstract
Parents of children with special needs are a unique breed of strong individuals. Raising a child
with a special need is an enervating condition on its own. Educating a gifted child becomes a
greater challenge as parents are doubly stretched. Utilizing a phenomenological approach, this
study describes the experiences of four parents of two special needs children studying in a
mainstream inclusive school in grade five and grade six. In-depth interviews of parents were
conducted to describe the process of seeking inclusive placements for their children and their
subsequent experiences in such a school setting. The findings are broadly categorized into
four phases: The initial trauma-diagnosis of the condition; Behind closed doors: Seeking an
inclusive placement; Opening of door: In an inclusive placement; Moving forward: The future
of inclusion. The overarching themes congealed from all phases of findings pointed to a range
of impediments in finding inclusive placements, compounded stress in locating and hiring of
qualified resource teachers, and partial satisfaction with the fractured supports and services
received in the inclusive setting despite benevolent attitudes of the school administration.
Erum Qureshi, Nasreen Hussain. (2014) Parental Experiences in Seeking Inclusive Educational Placements for their Special Needs Children: A case from Pakistan , Journal of Elementary Education, Volume-24, Issue-2.
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