Parental perceptions and attitudes towards the inclusion of children with neurodevelopmental, physical and sensory disabilities

The findings highlight a consistent triadic structure connecting knowledge, ability to help, and inclusion willingness, with contact and perceived impact shaping their balance differently by disability type. Interventions promoting guided contact and targeted knowledge-building may enhance both perceived competence and inclusive attitudes. Future studies should adopt longitudinal or experimental designs, employ multi-item measures, and test causal pathways linking parental experience, knowledge, and inclusion behavior.