The purpose of this study was to examine the knowledge and desires of parents of middle school students with intellectual disability regarding inclusive education practices and laws in South Korea. We interviewed seven mothers of children with ID who attended South Korean middle schools. Three themes emerged including (a) mother-teacher communication, (b) particular knowledge that suppressed further desires for inclusive education, and (c) culture-based advocacy for inclusive education. We discussed these findings based on Rawls's theory of justice, Confucianism, and the social model of disability.

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