The opportunities and challenges of inclusive education for children with special needs with a focus on the role of family: A reflection of multi‐stakeholder perspective in a low‐ and middle‐income country inclusive education in a low‐ and middle‐income country

According to the declaration of the International Office of Education of UNESCO, inclusive education is not only a privilege but an inalienable right of every child. Meanwhile, students with special needs are one of the largest groups that are marginalized and denied access to education in a meaningful way. The present study seeks to identify the factors affecting inclusive education for children with special needs with a focus on the role of the family. The data in this qualitative and grounded theory were collected through semi‐structured interviews with 18 respondents including authorities, experts, and mothers (stakeholders) who were selected through purposive sampling in Tehran in 2023. Data analysis was performed using a constant comparison method. Data analysis revealed 221 open codes, 44 axial codes, and 12 selective codes (family engagement and actions, awareness and attitudes, culture building and awareness, effective family factors, harms and challenges, benefits, opportunities, governance and policies, adaptation, human resources, educational system, and strategic measures). The findings revealed that the basic right to access an inclusive education is not being met. [ABSTRACT FROM AUTHOR]