Parents' Views on the Success of Integration of Students with Special Education Needs

Autor/inn/en	Hotulainen, Risto; Takala, Marjatta
Titel	Parents' Views on the Success of Integration of Students with Special Education Needs
Quelle	In: International Journal of Inclusive Education, 18 (2014) 2, S.140-154 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.759630
Schlagwörter	Special Needs Students; Parent Attitudes; Success; Inclusion; Mainstreaming; Statistical Analysis; Predictor Variables; Gender Differences; Preferences; Needs Assessment; Teaching Skills; Individual Instruction; Special Education; Questionnaires; Parent Background; Student Characteristics; Phenomenology; Elementary Secondary Education; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Elternverhalten; Erfolg; Inklusion; Statistische Analyse; Prädiktor; Geschlechterkonflikt; Bedarfsermittlung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Individuelles Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Fragebogen; Elternhaus; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Finnland
Abstract	This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the overall perceived success of integration. The data for the study were collected in 2006 from parents (N?=?219) whose special needs children were integrated into mainstream education in Helsinki, Finland. Quantitatively analysed findings were reflected against background variables. Results showed that the importance of the given statements were affected by the child's gender and school level. The parents' actual experiences were affected by two factors. The first showed that teachers at the primary level were evaluated as being more skilful than teachers at the secondary level, and at the secondary level, teaching was more individualised than at the primary level. Second, a child's self-worth was shown to be higher when integrated into the neighbourhood school. Parents' views on the success of integration were related to their actual experiences, especially in those statements rated as important. Possible explanations for these findings and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10