Sharma, J. and Trory, H. (2019) Parents’ Attitudes to Inclusive Education : A Study Conducted in Early Years Settings in Inclusive Mainstream Schools in Bangkok, Thailand. International Journal of Special Education. 33(4), pp. 877-893.
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Abstract:
The purpose of this study was to explore the under researched area of parents’ attitudes towards inclusion in inclusive mainstream early years settings in Thailand. The sample consisted of 71 parents: those with typically developing children (TDC) (50 parents) and children with special educational needs (SEN) (21 parents), residing in Bangkok, Thailand. Data was collected through the use of a mixed methods approach. The results of this study indicate that overall parental attitudes toward inclusion are positive. Parents of TDC identified social development of their children as the key benefit of inclusion but seemed to be concerned about the need for teacher training. Parents of children with SEN identified social acceptance and improved academic skills as advantages of inclusion for their children. Their concerns also focused on mainstream teachers having appropriate training to successfully integrate students with disabilities, and the deployment of special education staff in the regular classroom.
Additional Information:
The IJSE is an open-access journal which means that all content is freely available without charge to the reader or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. (http://www.internationalsped.com/ijse/about/ethicsAndPublishingPolicies)
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Sharma, J. and Trory, H.
Faculties, Divisions and Institutes:
Date:
23 September 2019
Date Type:
Publication
Page Range:
pp. 877-893
Journal or Publication Title:
International Journal of Special Education
Volume:
33
Number:
4
Number of Pages:
267334
Language:
English
Status:
Published / Disseminated
Refereed:
Yes
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