Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities

Abstract

Promoting social and school inclusion of children with disabilities has been associated with their health-related quality of life. This study aimed to analyze the connection between parents and children’s attitudes toward disabilities as one factor contributing to the inclusion and well-being of individuals with disabilities. Three types of disabilities—i.e., attitudes toward a child with a sensory disability (hearing), a child with an intellectual disability (Down syndrome), and a child with problems with aggressiveness and angry outbursts (behavioral problems)—were examined. A sample of 598 White Italian elementary school students (303 boys and 295 girls) aged 6 to 11 years 33tudes toward students with disabilities, rather than each parent’s attitude, contributed to a better understanding of the child’s attitudes toward students with disabilities. The theoretical and practical implications of these results are discussed.

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

“…There are several challenges, but teachers could be more effective in representing the interests of parents and pupils in a more accepting society through acceptance and support. However, we must emphasize that this is a global issue that is not limited to Romania [60][61][62]. For a more inclusive, tranquil, equitable, and prosperous society, education is crucial to achieving the sustainable development goals (SGDs) [63].…”