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

Ming LUI, Kuen Fung SIN, Lan YANG, Christine Irene FORLIN, Fuk Chuen HO

Research output: Contribution to journalArticles

11 Citations (Scopus)

Abstract

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 © 2015 Taylor & Francis.
Original languageEnglish
Pages (from-to)1052-1067
JournalInternational Journal of Inclusive Education
Volume19
Issue number10
Early online dateApr 2015
DOIs
Publication statusPublished - 2015

Citation

Lui, M., Sin, K.-F., Yang, L., Forlin, C., & Ho, F.-C. (2015). Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education, 19(10), 1052-1067.

Keywords

  • Inclusive education
  • Special educational needs
  • Parents
  • Attitudes
  • Knowledge
  • Perceived social norm

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