Findings

An analysis of findings based on the results of the interviews of parents revealed the following information. The findings were based on three themes – views on inclusive

education, challenges schools face, and effects of inclusive education on typically developing children. The analysis of findings was done using Bandura's social cognitive theory (2001).

Awareness and understanding:

To successfully implement inclusive education, awareness, and understanding are necessary. Half of the parents (4 out of 8) could define the term "inclusive education," while four participants had not heard of it or were somewhat unsure and needed an explanation of what the term meant. According to Alquraini and Gut (2012), a lack of understanding of the principles and practices of inclusive education among educators, parents, and the wider community can be a significant barrier to its implementation. The definition of inclusive education and what it implies should be understood by educators and schools alike. Primarily, parents have heard about inclusion from the Internet, TV, and acquaintances. Mittler (2000) stated that the media could be beneficial in promoting awareness and understanding of inclusive education.

According to Bandura's social cognitive theory (2001), social learning mechanisms, including observation and firsthand experience, are likely to impact parents' understanding of inclusion. As seen in the current study results, parents learned about inclusive practices by communicating with their acquaintances and experiencing the information through the Internet and TV. Additionally, when it comes to inclusion, parents' attention to information and experiences connected to inclusion, their capacity to remember and put this information to use, and their desire to look up and learn about inclusive behaviors may all impact how aware they are of these practices.

Attitudes

The attitudes of respondents toward inclusive practices varied. Positive or neutral attitudes prevailed, while two participants were negative. Studies on parental attitudes toward inclusion have revealed that parents generally have favorable attitudes about inclusive schooling (Vlachou et al., 2016; Paseka & Schwab, 2020). The study of Soodak et al. (2002) found that parents are more likely to support inclusive education when they feel that the

school environment is supportive and inclusive. This involves having access to resources and support services that are appropriate, having teachers who are aware of inclusion, and having a school culture that celebrates diversity and encourages understanding and acceptance of differences.

A study by Farrell and Ainscow (2002) found that some parents may have neutral attitudes toward inclusion because of past negative experiences with inclusive education. This is similar to the current study as parents responded that previously they had preconceptions about people with disabilities being excluded from the general public, and it may have had an influence on their perspective.

Parents who were against inclusive practices were concerned about the teachers not being able to pay attention to all students, which can lead to a poorer quality of education.

According to Soodak et al. (2002), some parents may have negative attitudes toward

inclusion because they are concerned that their child's academic performance will suffer in an inclusive classroom.

According to Bandura (2001), social learning is emphasized as a factor in determining attitudes and behaviors. This idea contends that people learn attitudes and opinions through both direct experience and observation of others. In other words, a number of societal factors are likely to have an impact on parents’ attitudes toward inclusion. Additionally, according to the theory, parents' views toward inclusion may be influenced by their own perspectives on diversity and disability based on previous personal experiences.

Barriers

Parents identified several barriers in the path toward inclusion - inappropriate

conditions, lack of awareness among the population, lack of professionals – special education teachers, lack of financial support, overcrowded classes, and possible bullying. A study by

Mokaleng and Möwes (2020) had similar results; it stated that a lack of resources, including funding, staffing, and support services, can be a critical barrier to successful inclusive education. Lack of training and professional development for educators can be a significant barrier to inclusive education (Chitiyo et al., 2019). Participants were concerned about bullying in an inclusive setting as they believed children are cruel. They may be right because, according to Naylor and Cowie (1999), children with disabilities who were in inclusive classrooms experienced more bullying than those who were in non-inclusive classrooms.

Bandura (2001) emphasizes the value of social modeling, in which people pick up skills by imitating the actions of others. The critical point of Bandura's theory is how

behavior affects attitudes and beliefs. A barrier to inclusion's implementation may be parents' ignorance or lack of understanding of its advantages. According to the theory, parents'

behavior may be influenced by external factors such as previous experiences. This may lead to their beliefs about schools' unpreparedness to implement inclusive education. Additionally, a barrier to inclusion in parents' opinion may be the need for more resources and assistance in the community or educational setting.

Recommendations

Recommendations included advice to talk with teachers, parents, and children on inclusion, differences, and bullying. They also recommended having more professionals in the field of special education and higher income for teachers to be motivated to work with more challenging students. Cook and Friend (1995) stress the need for professional

development to support teachers in implementing inclusive practices. They recommend that professional development programs focus on providing teachers with the knowledge, skills, and resources necessary to support students with diverse needs and abilities. More financial

support from the government was mentioned. Parents noted the importance of talking with children and teaching them to be more compassionate.

According to Bandura's theory (2001), behavior is significantly influenced by motivation. This drive could originate from individual experiences, values, or convictions.

The lives of all children, regardless of ability, may be improved by parents who are driven to advocate for inclusion and have recommendations to improve the current situation of

inclusive education in Kazakhstan. These parents may advance a more equal and equitable society by advocating inclusivity.

Effects of inclusion

All parents concluded that there are more advantages than disadvantages for their children in an inclusive setting. However, they believe that the type of disability of a student with SEN matters. They said that if a student in the class has behavioral or visible

psychological problems, they are against inclusion. They stated that they are scared for the safety of their children.

Bandura’s (2001) theory suggests that children who are exposed to inclusive environments may see how well children with and without disabilities interact with one another. These observations might teach them that individual differences are natural and that diversity should be cherished. Parents of the current study view inclusion as having a positive impact on their children. They consider that inclusive practices will teach their kids to be more compassionate, empathetic, understanding, and accepting of differences. This view on inclusion is confirmed by the study of Tafa and Manolitsis (2003), which showed that typically developing children who participate in inclusive education programs tend to have more positive attitudes towards diversity and are more likely to acquire empathy and respect for others who are different from themselves. According to Mortimore and Zsolnai (2015),

inclusive education can provide typically developing children with opportunities to interact with students with diverse needs, enhancing their social skills and competence.