Different Stakeholders' Perspectives on Inclusive Education in China: Parents of Children with ASD, Parents of Typically Developing Children, and Classroom Teachers

Autor/inn/en	Su, Xueyun; Guo, Jiajun; Wang, Xiaohui
Titel	Different Stakeholders' Perspectives on Inclusive Education in China: Parents of Children with ASD, Parents of Typically Developing Children, and Classroom Teachers
Quelle	In: International Journal of Inclusive Education, 24 (2020) 9, S.948-963 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Jiajun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1502367
Schlagwörter	Foreign Countries; Stakeholders; Inclusion; Parent Attitudes; Teacher Attitudes; Autism; Pervasive Developmental Disorders; Students with Disabilities; Elementary Schools; Special Schools; Kindergarten; Influences; Severity (of Disability); Parent Background; Educational Attainment; China + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Elternverhalten; Lehrerverhalten; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Grundschule; Volksschule; Special school; Sonderschule; Influence; Einfluss; Einflussfaktor; Schweregrad; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	A main purpose of the present study was to examine and compare attitudes toward inclusive education between parents of children with ASD, parents of typically developing children, and classroom teachers in China. The investigators also sought to explore factors influencing different stakeholders' perspectives. An attitude survey was distributed to 14 institutions in Shanghai and Anhui Province in China, including four kindergartens, two elementary schools, four special schools, and four private training agencies. Seven hundred and twelve responses were received, including 170 from parents of children with ASD, 337 from parents of typically developing children, and 197 from classroom teachers. Both multivariate and univariate analyses were conducted to compare differences in attitudes between groups. The results indicate that parents of children with ASD held the most positive attitudes toward inclusion, whereas classroom teachers held the least positive attitudes toward the inclusion of children with ASD. Further analyses revealed that not only were adults' attitudes influenced by their identities as parents or teachers, but their background may also influence how they perceive inclusive education. The findings of the study provided a comprehensive view on how different parties perceive inclusive education of ASD. It also provided empirical evidence that inclusion generally has a positive impact on people's attitudes toward ASD. Implications and suggestions for future research and practices were further discussed in the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01