Parents' perspective of the impact of school practices on the functioning of students with special educational needs

Parents' perspective of the impact of school practices on the functioning of students with special educational needs

• Lui, Ming Hong Kong Baptist University
• Yang, Lan The Education University of Hong Kong
• Sin, Kuen Fung The Education University of Hong Kong

International Journal of Disability, Development & Education, 64(6), 624-643, 2017

Routledge

2017

• E 特殊教育
  • EG 融合教育
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

Academic Engagement Inclusive Education Parents Psychological and Behavioural Functioning Social Participation School Practices Special Educational Needs Survey

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

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.
[Copyright of International Journal of Disability, Development & Education is the property of Routledge.]

• 英文

期刊論文

• 1034912X

• 10.1080/1034912X.2017.1315803

https://bibliography.lib.eduhk.hk/tc/bibs/886b081a

2018-06-14