Attitudes of Parents of Typically Developing Children towards School Inclusion: The Role of Personality Variables and Positive Descriptions

Autor/inn/en	P. Albuquerque, Cristina; G. Pinto, Inês; Ferrari, Lea
Titel	Attitudes of Parents of Typically Developing Children towards School Inclusion: The Role of Personality Variables and Positive Descriptions
Quelle	In: European Journal of Special Needs Education, 34 (2019) 3, S.369-382 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (P. Albuquerque, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1520496
Schlagwörter	Parent Attitudes; Students with Disabilities; Inclusion; Regular and Special Education Relationship; Symptoms (Individual Disorders); Correlation; Personality Traits; Negative Attitudes; Positive Attitudes; Social Attitudes; Foreign Countries; Portugal; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Psychiatrische Symptomatik; Korrelation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Negative Fixierung; Social attidude; Soziale Einstellung; Ausland
Abstract	Attitudes of parents of typically developing children (TDC) towards school inclusion have been neglected by researchers. This study characterises the attitudes of parents of TDC towards school inclusion of a child with some type of disability. The research also analyses the impact of the type of disability and of the neutral or positive description of the child with a disability. The associations between parental attitudes and the Big Five personality dimensions are examined. "The" attitudes of 360 parents of TDC were assessed through the survey "Children with Difficulties at School." The "NEO Five Factor Inventory" was also used. Parents tended to demonstrate neutral attitudes towards the inclusion of children with some kind of disability. Attitudes were more positive towards children with Hearing Impairment than towards children with Down syndrome or Behaviour Disorder; parental attitudes were also more positive when the child with a disability was described in a way that stressed his/her abilities. Small but statistically significant associations were found between personality dimensions and parental attitudes. The results suggest that disabilities should be portrayed in a positive manner. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01