Abstract

This qualitative study investigated in-school adolescents’ attitudes and knowledge about providing inclusive education for persons with disabilities. Inclusive education is a crucial pillar of equitable opportunities for all students. However, its successful implementation hinges on educators’ attitudes and efficacy, parental involvement, structural barriers, and societal attitudes. The research employs a thematic analysis approach, gathering insights through in-depth interviews and focus group discussions with diverse in-school adolescents. The themes identified include perceptions of disabilities, maltreatment instances, misconceptions, inclusive activities, the role of the media, and suggestions for stakeholders. Some problems with the results, though, include the small size and make-up of the sample, that they were only gathered through qualitative methods, that they were based on cultural and geographical factors, and that they may not apply to everyone. It was observed that the attitudes expressed by the participants became more positive after they had experienced firsthand interactions with disabled individuals in educational settings. This suggests that direct interaction with disability is an effective means of increasing in-school adolescents’ understanding and acceptance of disability and could be used more widely. Addressing these limitations in future research endeavors can contribute to a more comprehensive understanding of attitudes and knowledge about including people with disabilities in educational settings. This will foster inclusive practices that are beneficial for all stakeholders involved.