Abstract
This study examines parents’ perceptions of inclusive education in Kazakhstan, with particular attention to parental role and the importance of pedagogical and psychological support in their children's school experiences. The study was designed as a qualitative phenomenological inquiry supported by quantitative descriptive data. The participants were 47 parents of children with special educational needs. Data were collected through a researcher-developed interview form including open-ended questions and structured evaluative items. Qualitative data were analyzed through thematic analysis, while quantitative data were summarized using frequencies and percentages. The findings revealed five main themes: parental understanding of inclusive education, parental role and agency in the inclusion process, pedagogical support mechanisms, psychological and emotional support, and collaboration and system-level barriers. Parents generally defined inclusive education as learning together under equal conditions with individualized support and social acceptance. They also viewed themselves as active partners in supporting learning, communication, and adaptation. The most beneficial practices were individualized instruction, simplified and structured teaching, specialist support, and engaging activities. Although parents generally evaluated school support positively, they also identified persistent barriers such as shortages of specialists, limited teacher preparation, inadequate resources, and weak coordination.