"Are All Beliefs Equal?" Investigating the Nature and Determinants of Parental Attitudinal Beliefs towards Educational Inclusion

Autor/inn/en	Sosu, Edward M.; Rydzewska, Ewelina
Titel	"Are All Beliefs Equal?" Investigating the Nature and Determinants of Parental Attitudinal Beliefs towards Educational Inclusion
Quelle	In: Educational Studies, 43 (2017) 5, S.516-532 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2017.1312286
Schlagwörter	Parent Attitudes; Beliefs; Educational Attitudes; Inclusion; Parent Surveys; Likert Scales; Foreign Countries; Special Needs Students; Special Education; Parent Background; Satisfaction; Socioeconomic Status; Comparative Analysis; Predictor Variables; Statistical Inference; Regression (Statistics); Statistical Analysis; Interviews; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Elternverhalten; Belief; Glaube; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Inklusion; Likert-Skala; Ausland; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternhaus; Zufriedenheit; Socio-economic status; Sozioökonomischer Status; Prädiktor; Inferential statistics; Schließende Statistik; Regression; Regressionsanalyse; Statistische Analyse; Interviewing; Interviewtechnik
Abstract	This study explores the nature of parental attitudinal beliefs towards educational inclusion and the factors that determine these beliefs. Participants were drawn from the Growing Up in Scotland Survey (N = 2200). Results indicate that majority of parents held positive generalised belief towards including children with additional support needs (ASN) in mainstream classrooms (90%), compared with belief about the benefits of inclusion for children with ASN (72%), or benefits for typically developing children (70%). Lower parental income and higher levels of satisfaction with child's current school were associated with positive generalised beliefs. Belief about the benefits of inclusion for children with ASN was also positively associated with lower parental income, while belief about benefits for typically developing children was determined by higher parental education and age. Our findings suggest that efforts to increase parental attitudes should target salient beliefs and take into account the determinants of each of these beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01