Parent Choice in the Education of Students with Disabilities

Représentations sociales des parents et des enseignants de leurs rôles dans l’intégration scolaire d’un élève dysphasique en classe ordinaire au primaire

“…Certains parents s'y opposent en invoquant notamment la discrimination que leur enfant pourrait vivre en classe ordinaire ou encore la sévérité de la défi cience de leur enfant. D'autres parents choisissent l'intégration scolaire en classe ordinaire parce qu'ils croient que c'est dans ce milieu que leur enfant progressera le plus sur le plan social et scolaire (Bennett, Deluca et Burns, 19997 ;Jenkinson, 1998 ;Ryndak, Dowing, Jacqueline et Morrisson, 1995).…”

“…(CSE, 1996 ;OCDE, 1995). Cependant, il ressort que les attentes concernent principalement le soutien (à l'enfant, à l'enseignant, aux parents) et la collaboration, qu'il s'agisse de la collaboration familleécole ou de la collaboration entre les différents intervenants scolaires (Bennett et al, 1997 ;Beckman, Barnwell, Horn, Hanson, Gutierrez et Lieber, 1998 ;Brophy, Webb et Hancock, 1998 ;Brunet et al, 1996 ;Jenkinson, 1998 ;Garneau, 1997 ;Grove et Fisher, 1999 ;Tardif et Lessard, 1999).…”

An exploration of parental decisions to transfer children from regular to special schools

“…Using SRV theory to investigate that disadvantage more deeply, Chapter Three concluded that separating students on the basis of a disability both results from, and is the cause of, devaluation and wounding (both at an individual and a systemic level). One justification for the maintenance of a separate schooling system for students with intellectual disabilities is that this type of schooling is what some parents want (Jenkinson, 1998). It has been argued that parents have been instrumental in systemic decisions to preserve special schooling (McMenamin, 2011) and it is very clear that some parents do prefer special school enrolment (see, for example, Carr, 2005;CDA, 2012;Runswick-Cole, 2008) or decide on such an enrolment even when they see the benefits of inclusion (de Boer et al, 2010).…”

“…The diversity in parental views regarding inclusive education has meant the continuation of both special (McMenamin, 2011) and regular schooling options (de Boer, Pijl, & Minnaert, 2010); the maintenance of special education systems has often been explained by the argument that such systems offer parents a choice (e.g., Forbes, 2007;Jenkinson, 1998). Investigating parental views is a complex, but essential task if we are to understand the persistence of segregation.…”

“…Understanding social disadvantage is important for many reasons; for example, because of parents' hopes for social connections with typical peers (de Boer et al, 2010); the link between segregated schooling and social exclusion (Kvalsund & Bele, 2010); the link between parents' fear of children's social isolation in regular schools and decisions about enrolment in special schools (Jenkinson, 1998); the connection between a person's social resources and their health (Mithen, Aitken, Ziersch, & Kavanagh, 2015); and the value of positive social experiences as a protective feature for students with intellectual disability in regular schools (Gilmore et al, 2014).…”