摘要：Parents of children with special needs are a unique breed of strong individuals. Raising a child with a special need is an enervating condition on its own. Educating a gifted child becomes a greater challenge as parents are doubly stretched. Utilizing a phenomenological approach, this study describes the experiences of four parents of two special needs children studying in a mainstream inclusive school in grade five and grade six. In-depth interviews of parents were conducted to describe the process of seeking inclusive placements for their children and their subsequent experiences in such a school setting. The findings are broadly categorized into four phases: The initial trauma-diagnosis of the condition; Behind closed doors: Seeking an inclusive placement; Opening of door: In an inclusive placement; Moving forward: The future of inclusion. The overarching themes congealed from all phases of findings pointed to a range of impediments in finding inclusive placements, compounded stress in locating and hiring of qualified resource teachers, and partial satisfaction with the fractured supports and services received in the inclusive setting despite benevolent attitudes of the school administration.
关键词：Inclusion; special needs children; resource teachers; parental experiences
