Parent perceptions of full inclusion for their children with disabilities

E-commons Repository

Show simple item record

dc.contributor.author Cooper, Meggan C.
dc.date.accessioned 2009-04-14T17:26:02Z
dc.date.available 2009-04-14T17:26:02Z
dc.date.issued 2009-04-14T17:26:02Z
dc.identifier.uri http://hdl.handle.net/10587/103
dc.description.abstract This study examined parent perceptions of full inclusion in the school system, and perceived impacts of this practice on their child with disabilities. Participants whose children were in either preschool or school settings were compared across perception variables (e.g., overall view of full inclusion, perceived effectiveness of this practice, and preferred level of inclusion for their child). Results indicated not all parents endorsed the full inclusion of their child in general education. While approximately half of all parents reported positive views of full inclusion and preferred full-time inclusion placements for their child, a significant number of parents indicated a preference for part-time inclusion (1 to 4 hours per school day). In addition, parents of younger children had more positive views of full inclusion. Those parents who reported higher levels of education in the household, agreed more strongly that their child’s academic and behavioural needs could be met in a full inclusion classroom, and were satisfied with the acceptance of their child by school peers, were more likely to prefer full-time inclusion placements. Negative views and ratings of effectiveness were associated with concerns regarding class size and feeling limited by educational options. As well, the more severe parents rated their child’s disability, the less effective they believed full inclusion would be in meeting their child’s needs. Findings are discussed within the context of the literature on parent perceptions of inclusion. en
dc.language.iso en en
dc.subject Children with disabilities en
dc.subject Education en
dc.subject Education (primary) en
dc.subject Education (preschool) en
dc.subject Nova Scotia en
dc.subject Social sciences en
dc.subject Special education en
dc.subject Inclusive education en
dc.subject Parents en
dc.subject Psychometrics en
dc.type Thesis en
dc.contributor.advisor Berg, Derek
dc.title Parent perceptions of full inclusion for their children with disabilities en

Files in this item

This item appears in the following Collection(s)

Show simple item record


Advanced Search


My Account