Parent perceptions of full inclusion for their children with disabilities

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Cooper, Meggan C.
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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.
Children with disabilities , Education , Education (primary) , Education (preschool) , Nova Scotia , Social sciences , Special education , Inclusive education , Parents , Psychometrics