This study addresses the issue of public trust in inclusive education. Despite numerous studies on the subject, efforts to effectively measure the inclusivity index, raise public awareness about the needs and benefits of inclusive education for families, and promote equal opportunities for children with special needs remain insufficient. Employing a mixed-methods approach, the study explores public trust and the roles of community and government participation in a holistic and comprehensive manner. Data were collected through surveys, pre-tests and post-tests, in-depth interviews, and FGD involving a broad range of stakeholders. The findings show that community trust alone does not significantly influence the success of inclusive education because residual scepticism and stigma within communities remain the major issue. However, statistically the women demonstrate higher empathy and support for inclusive education. These findings underscore the limited predictive power of trust alone and suggest that multi-dimensional approach is needed to foster a more inclusive educational environment.

Keywords: Inclusive education, Trust, Community, Children with Disability, Parents.