was the school as operationalised by the attitudes ‘subjective norm’ principal’s towards heterogeneous classrooms. The second major predictor was an school a measure derived from a scale ranging from the idea ‘interventionist norm’, that problems exist within students at one end, to the idea that (‘pathognomonic’), problems result from the interaction between the student and their learning environments at the other end. (‘interventionist’), perceptions 13.6.2 Parents’ Parents play a critical role in bestowing social validity on inclusion and in facilitating its implementation. Duhaney & Salend (2000) reviewed 17 studies published between 1985 and 1998 that investigated the perceptions of inclusion held by parents of children with and without disabilities. They found that these were complex, multidimensional, and affected by a range of intervening variables. Both groups had mixed, but generally positive, perceptions of inclusive education. Parents of children with disabilities believed that inclusion promoted acceptance by peers and helped their social, emotional and academic children’s development. Concerns included a loss of access to specialised personnel. Parents of children without disabilities valued their greater awareness of needs children’s others’ and their enhanced acceptance of human diversity. Some, however, were concerned that their children would not receive sufficient assistance from their teachers and they might emulate inappropriate behaviours of children with disabilities. There is evidence that countries with more segregated provisions (e.g., Belgium, France, the Netherlands (until recently), Germany and Switzerland) report parental pressure for inclusion, and there is positive parental support in countries with existing inclusive practices (e.g., Cyprus, Greece, Norway, Portugal, Spain and Sweden). However, parents whose children have more severe special needs are said to prefer segregated settings for their children (e.g., Norway, Portugal, Spain and Sweden) (European Agency for Development in Special Needs Education, 2003). 13.6.3 perceptions Students’ Inclusive education involves several stakeholders, not least of which are the students with disabilities and their peers without disabilities. What are their perceptions of inclusive education? Klinger & Vaughn (1999) presented a synthesis of 20 US studies of programmes involving students with high incidence disabilities in
was the ‘subjective school norm’ as operationalised by the principal’s attitudes towards heterogeneous classrooms. The second major predictor was an ‘interventionist school norm’, a measure derived from a scale ranging from the idea that problems exist within students (‘pathognomonic’), at one end, to the idea that problems result from the interaction between the student and their learning environments (‘interventionist’), at the other end. 13.6.2 Parents’ perceptions Parents play a critical role in bestowing social validity on inclusion and in facilitating its implementation. Duhaney & Salend (2000) reviewed 17 studies published between 1985 and 1998 that investigated the perceptions of inclusion held by parents of children with and without disabilities. They found that these were complex, multidimensional, and affected by a range of intervening variables. Both groups had mixed, but generally positive, perceptions of inclusive education. Parents of children with disabilities believed that inclusion promoted acceptance by peers and helped their children’s social, emotional and academic development. Concerns included a loss of access to specialised personnel. Parents of children without disabilities valued their children’s greater awareness of others’ needs and their enhanced acceptance of human diversity. Some, however, were concerned that their children would not receive sufficient assistance from their teachers and they might emulate inappropriate behaviours of children with disabilities. There is evidence that countries with more segregated provisions (e.g., Belgium, France, the Netherlands (until recently), Germany and Switzerland) report parental pressure for inclusion, and there is positive parental support in countries with existing inclusive practices (e.g., Cyprus, Greece, Norway, Portugal, Spain and Sweden). However, parents whose children have more severe special needs are said to prefer segregated settings for their children (e.g., Norway, Portugal, Spain and Sweden) (European Agency for Development in Special Needs Education, 2003). 13.6.3 Students’ perceptions Inclusive education involves several stakeholders, not least of which are the students with disabilities and their peers without disabilities. What are their perceptions of inclusive education? Klinger & Vaughn (1999) presented a synthesis of 20 US studies of programmes involving students with high incidence disabilities in
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