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.
| Original language | English |
|---|---|
| Pages (from-to) | 877-893 |
| Number of pages | 17 |
| Journal | International Journal of Special Education |
| Volume | 33 |
| Issue number | 4 |
| Publication status | Published - 23 Sept 2019 |
Bibliographical note
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)Keywords
- special educational needs
- inclusive education
- parent attitudes
- early years
- Thailand
- mixed methods research
- disability
