Analysing the perspectives of parents of typically developing children on inclusive education in Türkiye within a bioecological framework

Abstract This study examines the perspectives of parents whose children participate in inclusive classrooms alongside peers with special educational needs (SEN) in Türkiye. Drawing on Bronfenbrenner's Bioecological Systems Theory, this study explores parents' perspectives on inclusive education and the multiple contextual factors shaping inclusive practices. Data were collected through semi‐structured interviews with 21 parents, and thematic analysis identified the following five interconnected themes corresponding to the ecological system levels: (i) conditional and fragile engagement , (ii) inconsistent inclusive practices , (iii) lack of transparent communication , (iv) sympathy constrained by personal boundaries and (v) positive attitudinal shifts over time . The findings indicate that parents generally have a limited understanding of inclusive education, which is conceptualised as a dynamic and context‐dependent process shaped by multiple interacting systems. This study contributes to the literature by offering an ecologically informed, empirically grounded analysis of how parents in Türkiye understand and engage with inclusive education, providing a nuanced perspective in a context where inclusion policies are still evolving.