Exploring school leaders' and parents' attitudes toward implementing an organizational system for academic diversity and inclusion in international schools in Egypt.

Egypt has recently undergone significant educational reforms, granting children with disabilities the right to inclusive education and well-being as stipulated in the Arab Republic of Egypt's Constitution and Ministerial Degrees. This qualitative study aimed to capture the current situation of inclusion in Egypt's educational landscape and gather insights from school leaders ( = 2) and parents ( = 4) regarding the services provided to children with intellectual disabilities (ID) in two international schools in Egypt. Through semi-structured interviews, this study aimed to assess recent changes and efforts made in education reform to support inclusive practices for ID in international schools in Egypt. The study employed ecological systems theory (EST) to incorporate the framework into the thematic analysis of qualitative data, categorizing the school leaders' and parents' responses into four societal layers. The results revealed several challenges facing ID in Egypt, including inclusive leadership, teachers' qualifications, support systems, and a sense of solidarity. The findings suggest that tailored interventions should be implemented to improve the educational outcomes of children with disabilities in inclusive settings.