This study intends to identify the challenges faced by the parents in schooling their children with special educational needs placed in the inclusive classroom. The study utilized a Descriptive-Qualitative research design using the phenomenological research approach. Data were collected from eight parents of learners with special educational needs (LSENs) through in-depth interviews. The qualitative thematic analyses guided by Hycner’s framework was employed to analyze the data gathered. The parents’ accounts revealed that the dominant challenges were inadequate learning resources that support the special educational needs of the LSENs; social exclusion; attitudinal barriers; limited support from shadow teachers; communication gap with teachers; and principals’ role modeling. The components that parents believed crucial for promoting the LSENs development and the wellbeing of their family include supportive professionals and a positive educational setting.

challenges, special educational needs, inclusive education, parents