Will My Child Ever Go to a University? The Link between School Segregation Practices and Norwegian Parents' Expectations for Their Physically Disabled Child

Autor/in	Finnvold, Jon Erik
Titel	Will My Child Ever Go to a University? The Link between School Segregation Practices and Norwegian Parents' Expectations for Their Physically Disabled Child
Quelle	In: Journal of Research in Special Educational Needs, 18 (2018) 2, S.103-113 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12397
Schlagwörter	Parent Attitudes; Parent Aspiration; College Attendance; Physical Disabilities; Correlation; Foreign Countries; Inclusion; Educational Practices; Cerebral Palsy; Congenital Impairments; Elementary School Students; Student Surveys; Educational Attainment; Severity (of Disability); Academic Achievement; Family Income; Parent Background; Higher Education; School Segregation; Norway + Suchen Sie Ihr Suchwort? Elternverhalten; Elternwille; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Physical handicap; Körperbehinderung; Korrelation; Ausland; Inklusion; Bildungspraxis; Hirnlähmung; Schülerbefragung; Bildungsabschluss; Bildungsgut; Schweregrad; Schulleistung; Familieneinkommen; Elternhaus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Norwegen
Abstract	How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents' educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents' educational expectations include how parents' view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01