ABSTRACT
Inclusive education has been associated with many benefits for students with intellectual disabilities. Much of the research on this topic has been dedicated to student outcomes, theoretical descriptions, as well as professional stakeholder beliefs, practices, and training. This chapter describes findings from a systematic review of 26 years of research related to the perspectives and beliefs of parents in regard to inclusive education of their children with intellectual disabilities. The study results are organized into three main themes including parent perspectives and beliefs on the educational placement decision-making process, educational services and supports, and child needs and family desires and expectations. Similarities across the research detail both the extreme efforts of parental advocacy required to engage with education as well as the significant factors which influence their perspective on inclusive and specialized educational placements.
