Attitude of Parents and Its Predictive Variables to the Inclusion of Children With Disabilities in the Mainstream Classroom of Primary Schools, Ethiopia

ABSTRACT This convergent mixed methods study sought to understand parents' attitudes toward the inclusion of children with disabilities in mainstream primary classrooms in South Gondar Zone, Amhara Region, Ethiopia, and to examine whether child and parent characteristics are associated with those attitudes. The quantitative strand was a census of 151 parents of children with visual, hearing, or physical impairments in grades 4–8 at six randomly selected schools, who completed the 18‐item Attitude Toward Inclusion/Mainstreaming Scale (ATIMS); multiple linear regression examined associations with child and parent characteristics. The qualitative strand comprised semi‐structured interviews with 12 parents and one focus group discussion with six special needs education teachers, analysed thematically. The strands were analysed separately and integrated using a joint display. The mean attitude score was 61.17 (SD = 10.51), or 3.40 per item, which falls within the neutral range (2.51–3.49). Parents strongly endorsed children's right to take part in inclusive classes but were neutral on most items about benefits and practice and agreed with statements favouring specialist teaching. Child characteristics ( R 2 = 0.011) and parent characteristics ( R 2 = 0.035) were not significantly associated with attitudes. Four qualitative themes described parents' conditional support for inclusion, gaps in specialist provision, physical and instructional barriers, and the central role of teacher practice and communication. Parents' support for inclusion is principled but conditional on the provision of specialist resources, accessible environments and responsive teaching. Schools and policymakers should not assume that parental support can be taken for granted and should move from policy commitment to practical delivery.