‘Are all beliefs equal?’ Investigating the nature and determinants of parental attitudinal beliefs towards educational inclusion

Sosu, E. M. and Rydzewska, E. (2017) ‘Are all beliefs equal?’ Investigating the nature and determinants of parental attitudinal beliefs towards educational inclusion. Educational Studies, 43(5), pp. 516-532. (doi:10.1080/03055698.2017.1312286)

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Abstract

This study explores the nature of parental attitudinal beliefs towards educational inclusion and the factors that determine these beliefs. Participants were drawn from the Growing Up in Scotland Survey (N = 2200). Results indicate that majority of parents held positive generalised belief towards including children with additional support needs (ASN) in mainstream classrooms (90%), compared with belief about the benefits of inclusion for children with ASN (72%), or benefits for typically developing children (70%). Lower parental income and higher levels of satisfaction with child’s current school were associated with positive generalised beliefs. Belief about the benefits of inclusion for children with ASN was also positively associated with lower parental income, while belief about benefits for typically developing children was determined by higher parental education and age. Our findings suggest that efforts to increase parental attitudes should target salient beliefs and take into account the determinants of each of these beliefs.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Rydzewska, Dr Ewelina
Authors: Sosu, E. M., and Rydzewska, E.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > Mental Health and Wellbeing
Journal Name:Educational Studies
Publisher:Taylor & Francis
ISSN:0305-5698
ISSN (Online):1465-3400
Published Online:08 April 2017
Copyright Holders:Copyright © 2016 Taylor and Francis
First Published:First published in Educational Studies 43(5): 516-532
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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