This article reviews the literature with respect to the perceptions and experiences of parents of children with and without disabilities concerning inclusive educational programs. The findings of the studies cited indicate that the attitudes and reactions of parents of children with and without disabilities toward inclusive educational programs appear to be varied, complex, and multidimensional, and affected by a variety of interacting variables. The implications of the findings for the development and implementation of inclusive educational programs as well as the limitations of the studies cited are discussed.
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