Theme Three: Some External School-Based Factors

 Theme three: Some external school-based factors indirectly affect SOD and inclusion.

The researcher discovered that external school-based factors are related to variables outside the school building. Most teachers agreed that it indirectly affects SODs’ inclusion in inclusive schools, primarily the impact of parents, external centers, and school district policies and legislations.

According to the findings, parents play an essential role in promoting inclusive practices and the transition, admission, placement, and planning procedures of their kid with a disability into a mainstream school and classroom. They may help schools promote their children’s learning and acquisition of new knowledge by following up with them at home and asking teachers for extra help when needed.

SE.N. also emphasized the necessity of parents’ communication and follow-up with her concerning their children and the role of external centers that SODs regularly visit after school. She went on to say that those centers must follow up with the schools and collaborate to assist SODs and engage in successful inclusive schools.

According to Jackson, Ryndak, and Billingsley (2000), family participation is one of the most effective inclusive education methods. According to the study, SODs’ families must be significantly and meaningfully involved in their children’s educational development. Families are required to assist in forming their child’s school mission and its daily routines. They emphasized six significant functions and duties in which the inclusive school can engage the SODs’ families and form the family.