Exploring the experiences of parents of children on the autism spectrum in inclusive education in Kosovo

Abstract This qualitative study explores the experiences of parents of children on the autism spectrum navigating inclusive education in Kosovo. The study involved 10 parents (six mothers and four fathers) of children diagnosed with autism spectrum disorder, all enrolled in mainstream primary schools in Prishtina, Kosovo, providing insight into inclusion within a post‐conflict, transitional education system. Despite formal commitments to inclusive education through national legal frameworks, parents reported ongoing challenges in understanding their rights and accessing adequate support services. Semi‐structured interviews were conducted with 10 parents, six mothers and four fathers, whose children (grades 2 to 5) were enrolled in mainstream primary schools in Prishtina. Thematic analysis revealed seven key themes: lack of guidance during school entry, procedural and limited parental involvement, reliance on individual staff members (particularly teachers and assistants for students with special educational needs), gaps in institutional services, financial strain, gendered caregiving roles and persistent cultural stigma surrounding the autism spectrum. The findings highlight that inclusive practices remain inconsistent and heavily reliant on informal networks rather than embedded institutional support. The study calls for a coordinated, transparent framework that recognizes parents, especially mothers, as key partners in inclusive education and addresses both structural and socio‐cultural barriers to equitable participation.