| Sumario: | AbstractThe successful implementation of inclusive education requires a deep understanding of educators’ perceived needs. This study examines the current practices and factors that facilitate the implementation of inclusive education for students with intellectual disability, in addition to the necessary support that principals, teachers of students with intellectual disability, and general education teachers perceive is needed to implement a successful inclusive education. Utilizing an explanatory mixed-methods design, a total of 424 participants were included in the first quantitative phase, and two focus groups participated in the second. The findings reveal statistically significant differences in participants’ responses regarding the needed facilitating factors, based on their job positions. The qualitative analysis reveals the following themes: (a) continuous support, (b) collaboration culture, (c) inclusive education image, and (d) inclusive education policy. Recommendations for implementing inclusive education are discussed according to the findings.
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