Predictors of Parents' Inclusion Decisions

Autor/inn/en	Porfeli, Erik J.; Algozzine, Bob; Nutting, Boen; Queen, J. Allen
Titel	Predictors of Parents' Inclusion Decisions
Quelle	In: Journal of School Public Relations, 27 (2006) 1, S.6-26 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Suburban Schools; Parent Attitudes; Disabilities; Predictor Variables; Mainstreaming; Inclusive Schools; Decision Making; Parents; Special Needs Students; Regular and Special Education Relationship; Physical Disabilities; Mental Retardation; Learning Disabilities; Academically Gifted; Behavior Problems; Knowledge Level; North Carolina + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Elternverhalten; Handicap; Behinderung; Prädiktor; Inclusive school; Integrative Schule; Decision-making; Entscheidungsfindung; Eltern; Sonderpädagogischer Förderbedarf; Physical handicap; Körperbehinderung; Geistige Behinderung; Learning handicap; Lernbehinderung; Wissensbasis
Abstract	Helping children with disabilities has become a part of American education with varying degrees of acceptance and tolerance over the years, and efforts to provide special education have become controversial. Much of the concern is about paying for "extra" services, but the debate is not just about money. Many professionals question the benefits of special education, and the practice of educating children with disabilities in general education classrooms (i.e., inclusion) has recently received increased attention. The purpose of this study was to examine the attitudes of parents toward inclusion and to identify predictors of their opinions about important effects of the practice. Parents of children attending a suburban school district in the Piedmont region of North Carolina participated in the study. In general, parents were opposed to including children with disabilities in general education classrooms, and they did not believe that inclusion would greatly improve academic achievement of children with disabilities or greatly hinder performance of children without disabilities. We discuss the findings with regard to other studies of parent attitudes toward special education as a basis for continued study of the most effective means of promoting an awareness of the benefits and potential limitations of special education. (Contains 7 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10