Asian Journal of Education and Social Studies

Inclusive education is recognised worldwide as a human right. However, a persistent gap between policy and practice limits its implementation in classrooms, especially in low- and middle-income countries. Parental involvement is regarded as vital for effective learning, yet little research has explored how families of children with disabilities experience inclusion in rural settings. This study fills that gap by examining the structural, social, and institutional barriers that hinder parental participation in inclusive primary schools in Mbozi District, Songwe Region, Tanzania. Using a multi-stakeholder qualitative case study in four schools, the study collected data through semi-structured interviews and focus groups with 69 participants, including parents, teachers, learners with disabilities, and a District Education Officer. Thematic analysis revealed that while parents are eager to support their children's education, high medical and educational costs, limited access to assistive devices, cultural stigma, unequal caregiving (due to low paternal involvement), communication gaps between home and school, and leadership disparities within institutions impede their involvement. These issues are seen as socially and structurally created obstacles rather than results of individual impairments or family indifference. The findings suggest that truly inclusive education in rural areas requires a systemic change that goes beyond policies, actively addressing household vulnerabilities and promoting shared governance between families and schools.