Inclusive Education: Exploring Parental Aspirations for Children with Down Syndrome in Regular Schools

Abstract

Background The global trend towards inclusive education emphasizes integrating children with disabilities, such as those with Down syndrome, into regular education systems. Historically, these children were often placed in specialized institutions. Understanding parental aspirations is crucial for assessing the effectiveness of inclusive education, particularly as it pertains to children with Down syndrome, irrespective of the severity of their condition. Objective This study aims to evaluate whether mainstream schooling is advantageous for children with Down syndrome, regardless of the severity of their condition. It also seeks to delineate educational objectives based on the severity of the syndrome, with a focus on whether educational priorities are placed on academic achievement or socialization. Method A cross-sectional study was conducted over one year at the Dysmorphology Unit of the Children’s Hospital of Rabat, Morocco. The study involved 148 parents of children with Down syndrome. Data were gathered using a questionnaire that included variables, such as parental age, education level, severity of cognitive and language disorders in children, and perceptions of school and social inclusion. Statistical analyses were performed using SPSS 25, employing descriptive statistics, chi-square tests, Cramer’s V coefficient, and t-tests to analyze categorical and quantitative variables. Parents' perceptions of mainstream schools were assessed using a Likert scale. Results and Discussion The average parental expectation for the education of children with Down syndrome in mainstream schools was 3.8 (SD = 0.45), indicating high expectations. Statistical analysis revealed no significant difference (P = 0.4) in parental preferences for educational settings based on the severity of the child’s disorders. The Cramer’s V coefficient (8%) indicated a weak association between the severity of disorders and educational placement decisions. Parents emphasized the importance of mainstream education for social integration and socialization. CONCLUSION The findings underscore the role of inclusive education in supporting both academic and social development for children with Down syndrome. Future research should explore the long-term outcomes of inclusive education and the factors influencing parental decision-making.