Experiences of Parents of Learners with Special Needs (ASD or ADHD) in the Global Context of Inclusive Education: Two linked qualitative systematic reviews

Jian DU

Disertační práce

Abstract:

Objective: To identify, appraise, and synthesize qualitative evidence on parents' experiences of their children's inclusion in mainstream education. This review focused on parents of school-aged children diagnosed with ASD or ADHD in inclusive educational settings. Introduction: Global policies promote inclusive education for students with special needs, but attending mainstream classes does not automatically ensure adequate support. Exploring parents' perspectives is essential for improving practice. Understanding how parents experience inclusion of children with ASD or ADHD can guide educators and policy-makers to address families' needs and expectations. Inclusion criteria: Qualitative studies were included if they reported the experiences or perspectives of parents (or primary caregivers) of children (school-age) with a formal diagnosis of ASD or ADHD attending inclusive schools. Studies from any country or language were eligible. Methods: We conducted systematic searches of multiple databases (e.g., MEDLINE, CINAHL, Embase, PsycINFO, ERIC, SocINDEX, Web of Science, CNKI) from 1994, plus relevant theses and Google Scholar, without language restrictions. Two reviewers independently screened and selected studies, extracted data, and critically appraised methodological quality using JBI tools. Findings were aggregated using the JBI meta-aggregative approach, and confidence in the synthesized findings was assessed with the ConQual framework. Results: Review 1 (ASD). Forty studies from 13 countries met the inclusion criteria and yielded 358 unequivocal and credible findings. These findings were aggregated into 20 categories and 3 synthesized findings. The synthesized findings were as follows: i) Parents actively navigate access to inclusive education through school selection, admission, transition, and the pursuit of formal recognition and support; ii) Parents frequently experience tensions between inclusive ideals and everyday practice, often responding through advocacy, adaptation, and sustained involvement while carrying emotional and practical burdens; and iii) Effective inclusion is supported by autism-informed understanding, individualized accommodations, collaborative relationships, and stable external support systems. Review 2 (ADHD). Nine studies met the inclusion criteria and were synthesized into 3 synthesized findings. The synthesized findings were as follows: i) Formal recognition of ADHD shapes children's access to support and educational participation but may also expose families to stigma and exclusion; ii) Parents view effective support as individualized, coordinated, and sustained, while inadequate understanding or inconsistent implementation within schools often undermines inclusion; and iii) Parents commonly sustain inclusive education through ongoing communication, advocacy, and direct involvement, although these efforts frequently involve emotional strain and pressures on family life. Conclusion: Although confidence in these findings is limited by the qualitative evidence base, they suggest that effective inclusive education requires aligning school practices with families' expectations and needs. Educators and health professionals should cultivate empathetic, individualized communication and actively involve parents in decision-making. Providing families with clear, useful information and support can enhance the inclusion experience. Acknowledging parents' emotional needs and protective instincts is crucial for fostering a genuinely supportive and inclusive learning environment for children with ASD or ADHD.

Abstract:

Objective: To identify, appraise, and synthesize qualitative evidence on parents' experiences of their children's inclusion in mainstream education. This review focused on parents of school-aged children diagnosed with ASD or ADHD in inclusive educational settings. Introduction: Global policies promote inclusive education for students with special needs, but attending mainstream classes does not automatically ensure adequate support. Exploring parents' perspectives is essential for improving practice. Understanding how parents experience inclusion of children with ASD or ADHD can guide educators and policy-makers to address families' needs and expectations. Inclusion criteria: Qualitative studies were included if they reported the experiences or perspectives of parents (or primary caregivers) of children (school-age) with a formal diagnosis of ASD or ADHD attending inclusive schools. Studies from any country or language were eligible. Methods: We conducted systematic searches of multiple databases (e.g., MEDLINE, CINAHL, Embase, PsycINFO, ERIC, SocINDEX, Web of Science, CNKI) from 1994, plus relevant theses and Google Scholar, without language restrictions. Two reviewers independently screened and selected studies, extracted data, and critically appraised methodological quality using JBI tools. Findings were aggregated using the JBI meta-aggregative approach, and confidence in the synthesized findings was assessed with the ConQual framework. Results: Review 1 (ASD). Forty studies from 13 countries met the inclusion criteria and yielded 358 unequivocal and credible findings. These findings were aggregated into 20 categories and 3 synthesized findings. The synthesized findings were as follows: i) Parents actively navigate access to inclusive education through school selection, admission, transition, and the pursuit of formal recognition and support; ii) Parents frequently experience tensions between inclusive ideals and everyday practice, often responding through advocacy, adaptation, and sustained involvement while carrying emotional and practical burdens; and iii) Effective inclusion is supported by autism-informed understanding, individualized accommodations, collaborative relationships, and stable external support systems. Review 2 (ADHD). Nine studies met the inclusion criteria and were synthesized into 3 synthesized findings. The synthesized findings were as follows: i) Formal recognition of ADHD shapes children's access to support and educational participation but may also expose families to stigma and exclusion; ii) Parents view effective support as individualized, coordinated, and sustained, while inadequate understanding or inconsistent implementation within schools often undermines inclusion; and iii) Parents commonly sustain inclusive education through ongoing communication, advocacy, and direct involvement, although these efforts frequently involve emotional strain and pressures on family life. Conclusion: Although confidence in these findings is limited by the qualitative evidence base, they suggest that effective inclusive education requires aligning school practices with families' expectations and needs. Educators and health professionals should cultivate empathetic, individualized communication and actively involve parents in decision-making. Providing families with clear, useful information and support can enhance the inclusion experience. Acknowledging parents' emotional needs and protective instincts is crucial for fostering a genuinely supportive and inclusive learning environment for children with ASD or ADHD.

Keywords

ASD, ADHD, experience, inclusive education, parents

Jazyk práce: angličtina

Datum vytvoření / odevzdání či podání práce: 9. 6. 2026

Obhajoba závěrečné práce

UNIVERZITA PALACKÉHO V OLOMOUCI

Pedagogická fakulta

Doktorský studijní program / obor:
Special Education / Special Education