Inclusion and parent involvement are considered best practice in early childhood education, but few empirical studies have focused on the practical application of these concepts. This study used qualitative and quantitative methods to investigate the perspectives of parents of children with disabilities and teachers in inclusive settings regarding parent involvement and factors contributing to successful inclusion. Most parents reported that they felt a high degree of involvement on the team, and teachers generally indicated positive attitudes toward parent involvement. Both parents and teachers acknowledged the need for a shared commitment among all involved parties. Parents also reported that positive attitudes toward persons with disabilities were essential to successful inclusion, while teachers focused on the need for supports and resources.
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