Parental Attitudes Toward Integration

Abstract

Recent studies concerning parental attitudes toward preschool mainstreaming indicate a favorable disposition toward this arrangement by parents of typical children and those of children with disabilities in mainstreamed settings. This study seeks to replicate and extend these findings. Discussed are the first-year results of a 5-year longitudinal study of parental attitudes toward mainstreaming in school-age programs. Surveyed were 230 parents. Results indicated that the parents, regardless of their child's preschool placement in a mainstreamed or segregated program, held very favorable opinions toward mainstreaming. However, the parents of typical children and the parents of children with disabilities in the mainstream settings indicated greater satisfaction with their child's involvement in a mixed grouping of children, and stronger opinion that this involvement influenced their child's development, than did their counterparts in the segregated settings. Correlations of these results with length of time in preschool and level of child functioning are also discussed.

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

“…These parents may also harbor concerns regarding their children's safety; the attitudes of other students, staff and program quality; and transportation (Hanline & Halvorsen, 1989). However, parent engagement and partnership can lead to increased acceptance of disability, improved learning, and better classroom behaviors (Edutopia, 2000), and research has shown that, as inclusive education systems become more established, parents adopt a decisively positive view of inclusive education (Miller & Phillips, 1992). Additionally, evidence suggests that increased parent engagement and partnership in the special education process leads to improved learning outcomes for students with disabilities (Stoner et al, 2005).…”

Perceptions of Parents of Young Children with and without Disabilities Attending Inclusive Preschool Programs

“…The IITDC and IICD scales were based on items from the Parental Attitudes toward Mainstreaming Scale (Green & Stoneman, 1989) and the Benefits and Drawbacks of Mainstreaming Scale (Bailey & Winton, 1987). The Parents Attitudes toward Inclusion/Integration, 13-questions scale was created by Rafferty, Boettcher and Griffin (2001) and based on items from the Attitudes about Integration Opportunities for Children with Special Needs by Miller, Strain, Boyd, Hunsicker, McKinley and Wu (1992).…”

“…Understanding the perceptions of parents whose children attend inclusive programs is vital for the ultimate success of the inclusion philosophy (Erwin, Soodak, Winton & Turnbull, 2001;Garrick-Duhaney, & Salend, 2000). Generally, parents of preschool children with and without disabilities have positive perceptions concerning inclusion (Miller & Strain, 1992;Bennett, Deluca, & Bruns, 1997;Rafferty & Griffin, 2005). Parents sited an increased awareness and acceptance of children with disabilities, teacher-child ratios and extra services as positive components of the inclusive educational setting (Bailey & Winton, 1987;Guralnick, 1994).…”

An Analysis of the Perceptions and Characteristics of Childcare Personnel Regarding Inclusion of Young Children with Special needs in Community-Based Programs

“…Improvement in the quality of childcare for all children, and particularly young children with disabilities, is another concern (Daniels, 1996). Many parents would prefer to place their children in a childcare setting that provides developmental support as well as a stimulating and responsive environment (Miller et al, 1993). The reality for many families, however, especially for families of young children with special needs, is that they are unable to find safe and affordable childcare programs that address basic childcare issues of safety, engagement, and affection.…”