Parental Role in Supporting Inclusive Education in Home Learning Settings

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Aditi Kulkarni

Independent Researcher

Maharashtra, India

Abstract
Inclusive education ensures that learners of all abilities have equitable access to learning opportunities alongside their peers. While extensive research has explored inclusive practices within school settings, the integral role parents play in cultivating inclusive home learning environments has garnered less attention. This study investigates the multifaceted contributions of parents—encompassing attitudes, knowledge, skills, and behaviors—in supporting children with and without special educational needs during home-based learning. Utilizing a convergent mixed-methods approach, we surveyed 250 parents of children aged 6–14 engaged in remote or hybrid learning modalities and conducted in-depth interviews with a purposive subsample of 30 families. Quantitative analyses reveal that parents who participated in targeted training programs demonstrate significantly higher self-efficacy in implementing differentiated instructional strategies, such as scaffolded lessons, multisensory materials, and assistive technologies. These parents also report more frequent collaboration with educators through virtual meetings and shared learning plans. Qualitative themes underscore the importance of emotional scaffolding, creative adaptation of household resources, peer-network facilitation, and structured routines in sustaining inclusive practices. Nevertheless, parents identify persistent barriers—including limited time availability, gaps in specialized knowledge, and technological constraints—that hinder consistent application of best practices. Based on these findings, we propose a framework for parent empowerment comprising accessible training modules, streamlined communication protocols with schools, and community-based peer support networks.

Keywords
Inclusive Education, Parental Involvement, Home Learning, Special Educational Needs, Equity

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