{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T13:44:35Z","timestamp":1792158275074,"version":"4.4.0"},"reference-count":58,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T00:00:00Z","timestamp":1792108800000},"content-version":"vor","delay-in-days":45,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,9,1]],"date-time":"2026-09-01T00:00:00Z","timestamp":1788220800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100004410","name":"T\u00fcrkiye Bilimsel ve Teknolojik Ara\u015ft\u0131rma Kurumu","doi-asserted-by":"publisher","award":["2209\u2010A"],"award-info":[{"award-number":["2209\u2010A"]}],"id":[{"id":"10.13039\/501100004410","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2026,9]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Understanding teachers' perspectives is essential for promoting the meaningful participation of children with intellectual and developmental disabilities in inclusive schools.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>This qualitative phenomenological study explored primary school teachers' perspectives on the participation of children with intellectual and developmental disabilities in inclusive education. Semi\u2010structured interviews were conducted with 28 primary school teachers working in T\u00fcrkiye.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Teachers reported that inclusive education, when it supports children's active participation, enhances social skills, strengthens a sense of belonging, and promotes inclusion in the wider community. However, they also identified significant barriers, including overcrowded classrooms, long class periods, negative peer attitudes, and self\u2010stigma. Although teachers expressed a commitment to inclusive practises, many reported insufficient experience, training, and confidence in supporting these children.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Strengthening pre\u2010service and in\u2010service teacher training, revising curricula, and creating supportive classroom environments are essential for ensuring the meaningful participation of children with intellectual and developmental disabilities in inclusive education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jar.70321","type":"journal-article","created":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T12:47:53Z","timestamp":1792154873000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Understanding Participation in Inclusive Education: Teachers' Perspectives on Children With Intellectual and Developmental Disabilities"],"prefix":"10.1111","volume":"39","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4776-3892","authenticated-orcid":false,"given":"Medine Nur","family":"\u00d6zata De\u011ferli","sequence":"first","affiliation":[{"name":"Occupational Therapy Department Hacettepe University  Ankara Turkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-8830-6527","authenticated-orcid":false,"given":"Beg\u00fcm","family":"Zeynep Uzun","sequence":"additional","affiliation":[{"name":"Occupational Therapy Department Hacettepe University  Ankara Turkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8060-3730","authenticated-orcid":false,"given":"Hatice","family":"Abao\u011flu","sequence":"additional","affiliation":[{"name":"Occupational Therapy Department Hacettepe University  Ankara Turkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,10,16]]},"reference":[{"issue":"2","key":"e_1_2_13_2_1","first-page":"91","article-title":"Teachers' Perceived Barriers to Inclusive Education","volume":"2","author":"Adesokan A.","year":"2023","journal-title":"ASEAN Journal of Community and Special Needs Education"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/2331186X.2019.1703446"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/13603116.2019.1622800"},{"key":"e_1_2_13_5_1","volume-title":"StatPearls","author":"Benitez Ojeda A. 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