Parents' Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs

Autor/inn/en	Lui, Ming; Yang, Lan; Sin, Kuen-Fung
Titel	Parents' Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs
Quelle	In: International Journal of Disability, Development and Education, 64 (2017) 6, S.624-643 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lui, Ming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2017.1315803
Schlagwörter	Special Needs Students; Educational Practices; Parent Attitudes; Educational Environment; Parent Surveys; Academic Support Services; Questionnaires; Elementary School Students; Structural Equation Models; Psychological Characteristics; Parent Child Relationship; Socialization; Learner Engagement; Student Participation; Hypothesis Testing; Likert Scales; Statistical Analysis; Correlation; Affective Behavior; Foreign Countries; Factor Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Bildungspraxis; Elternverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socialisation; Sozialisation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hypothesenprüfung; Hypothesentest; Likert-Skala; Statistische Analyse; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Faktorenanalyse; Hongkong
Abstract	Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices--learning support and school climate--on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01