Knowledge and perceived social norm predict parents' attitudes towards inclusive education

Knowledge and perceived social norm predict parents' attitudes towards inclusive education

• Lui, Ming Hong Kong Baptist University
• Sin, Kuen Fung The Hong Kong Institute of Education
• Yang, Lan The Hong Kong Institute of Education
• Forlin, Chris Education Consultant
• Ho, Fuk Chuen The Hong Kong Institute of Education

International Journal of Inclusive Education, 1-16, 2015

Routledge

2015

• E Special Education
  • EG Inclusive Education

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and the two predictors were intercorrelated. Exploratory analyses on the effect of demographic variables on parents' attitudes demonstrated that male parents exhibited more positive attitudes towards inclusion than female parents; and parents of children at a higher grade level indicated less positive attitudes. Cultural issues of parents' concerns about inclusive practice are discussed.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2015.1037866]

• English

Journal Articles

• 13603116

• 10.1080/13603116.2015.1037866

https://bibliography.lib.eduhk.hk/en/bibs/eee4f90b

2015-10-16