Parents’ experiences of choosing a special school for their children

Satherley, D; Norwich, Brahm

doi:10.1080/08856257.2021.1967298

Cited by 7 publications

(3 citation statements)

References 18 publications

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“…It is revealing to compare these policy perspectives on inclusive education with those of parents who have selected special schools for their children with SEN/disabilities. A recent United Kingdom study examined the views of parents of pupils in special schools in the South West of England: their reasons for choosing special school, the extent to which they felt they had an independent choice, their views on alternative provision and their concepts of inclusive education (Satherley and Norwich, 2021). Analysis showed that the top three reported factors as influencing decisions were school atmosphere, caring approach to pupils and class size, a finding that connected with their concepts of inclusive education.…”

Section: Different Policy Positionsmentioning

confidence: 99%

Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative?

Norwich

2022

Front. Educ.

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This paper argues for a broader conception about research into inclusive education, one that extends beyond a focus on empirical factors associated with inclusive education and the effects of inclusive education. It starts with a recent summary of international research into the effects of inclusive education on students with SEN/disabilities and those without. On the basis of this review, it examines a model showing the complexity of factors involved in asking questions about the effects of inclusive education. This complexity reflects the ambiguity and complexity of inclusive education, which is discussed in terms of varied contemporary positions about inclusive education. The analysis illustrates how there has been more focus on thin concepts of inclusion (as setting placement or in general terms) rather than its normative and value basis, which reflects a thick concept of inclusion. The paper concludes by illustrating with the use of a version of the capability approach how there are value tensions implicit in inclusion about difference and about personal vs. public choice. This requires value clarification and some settlement about the balance of values, which is where deliberative democratic principles and processes have a crucial role. The proposed answer to the paper’s question about the scope, reach and limits of research in inclusive education is that such research involves both empirical, methodological, and evaluative matters. Educational research about inclusive education is not just empirical, it also involves value and norm clarification, a process which has been too often ignored.

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Section: Different Policy Positionsmentioning

confidence: 99%

Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative?

Norwich

2022

Front. Educ.

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“…Other studies report that parents of typically developing children considered inclusion to allow their children to be more understanding and compassionate of peers with special needs, respecting their differences. The result is greater acceptance (Bahdanovich Hanssen & Erina, 2022; Satherley & Norwich, 2022; Tabroni et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The attitudes of parents of typically developing students towards including students with disabilities in mainstream classrooms in the United Arab Emirates

Dukmak,

Gharaibeh,

Alkhatib

et al. 2023

Research in Spec Educ Needs

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This study investigates the attitudes of parents of typically developing students towards teaching students with disabilities in the mainstream classrooms, in relation to various family characteristics. This quantitative research employed a descriptive questionnaire survey to investigate the attitudes of parents of typically developing students towards teaching learners with disabilities in regular classrooms. A total of 419 parents of students from Cycle 1 and 2 classrooms in the United Arab Emirates completed the questionnaire. Parents showed positive attitudes towards teaching students with disabilities in the mainstream classrooms. Respondents who had no schooling were found to express more positive attitudes than those who had a college or university education, as were those with a ‘schooling’ level of education. The results revealed no significant relationship between respondents' attitudes towards inclusion and their gender, age, place of residence or the number of children in the family. The UAE Ministry of Education should recognize the importance of this study's findings when implementing the ministerial resolution regarding the philosophy of educational inclusion in all mainstream schools in the UAE. This can be seen as a measure to improve the quality of life and education of all marginalized students, especially those with disabilities.

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“…Curriculum design with traditional games as an educational tool improve the skills of students with special abilities [40], whose competence model and implementation are requirements for new teachers in their empirical and digital training [41], so English parents always decide to enroll their children with special abilities in educational institutions that practice educational inclusion models [42], because they always faced the barriers that exist in society despite having the support of teachers, school management teams and family [43].…”

Section: Introductionmentioning

confidence: 99%

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

Huamán-Romaní¹,

Burga-Falla

Soria-Ruiz

et al. 2022

Int. J. Emerg. Technol. Learn.

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La inclusión de personas con capacidades especiales no solo debe ser un derecho sino también un deber moral por parte del Estado, porque todos tienen derecho a ser educados de la misma forma que los demás; por tal motivo, nuestra investigación tiene como objetivo medir el nivel de conocimiento docente sobre educación inclusiva en los niveles educativos del Perú en tiempos del Covid-19, la investigación es descriptiva, correlacional, predictiva y cuantitativa. Se encontró a un total de 520 docentes de los niveles preescolar, primario, secundario, universitario y de posgrado. La encuesta está compuesta por 25 preguntas divididas en cinco bloques sobre conocimientos de las TIC en discapacidades visuales, auditivas, cognitivas, motoras y de accesibilidad web;este instrumento fue elaborado con una escala tipo Likert de cinco puntos y con un nivel de conocimiento muy bajo, bajo, alto y muy alto. Los resultados muestran un Alfa de Cronbach .974, el factor exploratorio de rotación varimax con media 2.906 y varianza 1.333, la prueba de no aditividad de Tukey, la prueba de no aditividad. la prueba de T cuadrado de Hoteling, la prueba de KMO y de Bartlett, la prueba de esfericidad y bondad de ajuste de Bartlett son excelentes y significativas. En conclusión, el nivel de conocimiento docente sobre educación inclusiva en los niveles educativos en tiempos de Covid-19 está por debajo de lo esperado.

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Parents’ experiences of choosing a special school for their children

Cited by 7 publications

References 18 publications

Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative?

Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative?

The attitudes of parents of typically developing students towards including students with disabilities in mainstream classrooms in the United Arab Emirates

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

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