Parental Perceptions of Inclusive Educational Placements

Duhaney, Laurel M. Garrick; Salend, Spencer J.

doi:10.1177/074193250002100209

Cited by 76 publications

(47 citation statements)

References 26 publications

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“…Parents of preschoolers must not only choose to participate in an early childhood program, but they must choose for their child to participate in an inclusive program (Stoneman, 2001). 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).…”

mentioning

confidence: 99%

“…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). However, parents of children with and without disabilities may have concerns regarding the risks associated with their child attending an inclusive program including the integration of children with more severe disabilities (Green & Stoneman, 1989;Serry, Davis, & Johnson, 2000;Garrick & Salend, 2000;Peck, Staub, Gallucci, & Schwartz, 2004, Hewitt-Taylor, 2009). The perception of parents regarding inclusion and the impact it has on their child is vital to comprehending the overall benefits and drawbacks to the inclusion experience.…”

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confidence: 99%

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

Hilbert¹

2014

JEL

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This study aimed to identify the characteristics of parents of children with and without disabilities whose young children attend an inclusive, early childhood education program that influence their perceptions of inclusion and inclusive preschool programs. Participants included parents of preschool children without disabilities (n=64) and parents of preschool children with disabilities (n=84) attending inclusive preschool programs. Participants completed a 120-question survey examining parental characteristics and the impact they have on parent perceptions regarding inclusion and inclusive preschool programs. In addition, child variables (disability status, type of disability, severity of the disability and disability category) were examined to determine their significance regarding parental perception. Analysis revealed that parents of children with disabilities were less likely to favor an inclusive program that served children with severe disabilities, such as autism and behaviour disorders.

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confidence: 99%

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

Hilbert¹

2014

JEL

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“…Now parents are often viewed as valued agents who provide positive changes in the lives of their children (Paul & Simeonsson, 1993;Turnbull & Turnbull, 1997). Since the 1960s, parents of students with disabilities have been the primary driving force behind the passage of major laws pertaining to inclusive education for their children (Bennett, Deluca, & Bruns, 1997;Garrick-Duhaney, Spencer, & Salend, 2000). "Exceptional" parents are now recognized as the best advocates and initiators of reform and as partners and collaborators with the school in the care, treatment, and education of their children (Dennis, Williams, Giangreco, & Cloninger, 1993;Guralnick, 1994;Turnbull & Turnbull, 1997).…”

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confidence: 99%

Paraeducator Relationships with Parents of Students with Significant Disabilities

Chopra¹,

French²

2004

Remedial and Special Education

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A B S T R A C TThi s study examined the relationships between parents of students with significant disabilities and paraeducators who supported the students in inclusive educational settings to gain an understanding from several perspectives on the role paraeducator-parent relationships played in education of students with significant support needs. The study included the perspectives of parents, paraeducators, and teachers of students with significant support needs. We conducted in-depth interviews with 17 participants; 16 of them represented three program sites for students with significant support needs in the same district, and 1 was the district coordinator of programs for students with significant support needs. Results revealed five types of relationships between parents and paraeducators: close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship. Results indicated that it is important for paraeducators and parents to communicate because paraeducators spend more time with the students and gain insight into their academic and social behaviors. However, for paraeducator-parent relationships to be beneficial in the students' education, they must remain within the limits and boundaries established by the teacher.

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“…Several studies have explored the reactions and experiences of families of children without disabilities educated in inclusive educational programs (Garrick Duhaney & Salend, 2000). Many family members thought that an inclusive classroom did not prevent their children from receiving a good education, appropriate services, and teacher attention.…”

Section: What Does the Literature Say About The Attitudes Toward Inclmentioning

confidence: 98%

Fostering Inclusive Values in Children: What Families Can Do

Salend¹

2004

TEACHING Exceptional Children

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Family members play important roles in promoting the success of inclusion programs, including teaching their children to appreciate individual differences. Although children's knowledge and acceptance of individual differences are influenced by their families, family members may be reluctant to address issues of individual differences with their children. This article presents guidelines that educators can employ to help family members take actions that show their acceptance of individual differences and foster inclusive values in their children. Even though these guidelines are presented in the context of families of young children without disabilities and individual differences related to disability, they can be used by all educators and families to foster an acceptance of all types of individual differences in all children. Michael: Why does Joan have braces on her legs?Michael's mother: Many people use things to help them do things that are hard for them. Your father wears glasses to help him see and Joan wears braces to help her walk. What are some things that you use to help you do things that are hard for you? Melissa: Why does Billy talk "funny"? Melissa's father: It's not funny. You mean you have difficulty understanding Billy. We all have different voices, and people are hard to understand for different reasons. Some people are hard to understand because they need more

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Parental Perceptions of Inclusive Educational Placements

Cited by 76 publications

References 26 publications

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

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

Paraeducator Relationships with Parents of Students with Significant Disabilities

Fostering Inclusive Values in Children: What Families Can Do

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