Parents’ attitudes to inclusion of their children with special needs

Abstract

This study investigated the attitudes of 354 Australian parents who have a child with a disability and who attends a state school in Queensland. The types of disability of the children were broadly in accordance with accepted prevalence figures, except for a greater number reported as having autistic spectrum disorder and fewer students with a learning difficulty/attention deficit hyperactivity disorder. The children were in a range of classes, from special schools to schools where there was in-class help from a special teacher or teacher aide. Many of the parents favoured inclusion, some would if additional resources were provided, and a small group of parents favoured special placement. There were a limited number of negative attitudes to inclusion reported by the parents, and though some parents thought that some need existed for in-service education about inclusion, this was not a widespread view.

Sports for learners with physical disabilities in ordinary public primary schools in the Western Cape, South Africa

“…Three factors that have been identified as facilitating the participation of learners with physical disabilities in sports are support from sports organisations (Rutsate, 2006), financial support (DISSA, 2007) and support from therapists (Elkins, van Kraayenoord & Jobling, 2003). In South Africa disabled sports organisations under the umbrella bodies of Disability Sport South Africa (DISSA) and Special Olympics give support to people participating in sport outside school (DISSA, 2007).…”

“…Limited financial support is available for learners with disabilities to be included in sports activities in ordinary schools from the government and private organisations (Department of Cultural Affairs and Sport, 2006;DISSA, 2007). Thirdly, occupational therapists and physiotherapists can give support to teachers of learners with disabilities (Elkins et al, 2003). Few teachers are trained to assist learners with disabilities to participate in sports and need advice on what types of sports particular learners with disabilities can participate in (Dart, 2006;Forlin, 2004).…”

An exploration of parental decisions to transfer children from regular to special schools

“…Here Gasteiger-Klicpera et al, 2013;Jenkinson, 1998;Rogers, 2007) (de Boer et al, 2010;Elkins et al, 2003;Hotulainen & Takala, 2014;Jenkinson, 1998;Runswick-Cole, 2008 instead, "shelter [oneself] in the detoxifications of 'parental choice'" (Race, 1999b, p. 122).…”

“…They prioritise schools that can provide appropriate support and classroom conditions; for example, smaller class sizes (Weidner & Herrington); skilful teachers (Elkins, van Kraayenoord, & Jobling, 2003); a good educational fit for their child's needs (Byrne, 2013); and appropriate learning programmes (Jenkinson, 1998). Practical matters are also important to parents; for example, schools in the local neighbourhood (Hotulainen & Takala, 2014) where siblings and friends are enrolled (Morton & McMenamin, 2009).…”

“…It is not unusual for this to be discussed as a simple dichotomy (Elkins et al, 2003), and also as a difficult issue to explore due to the ambiguity around inclusion (see, for example, Graham & Spandagou, 2011). SRV's theme of valued social participation has potential to be of benefit in this arena, being similar to the concept of inclusion (Lemay, 2006), and providing both insight into the complexity of being truly "included", and also a clear, explicit definition of "(a) valued participation, (b) with valued people (c) in valued activities that (d) take place in valued settings" (Wolfensberger, 1998, p.123).…”