What parents say about inclusion and disabilities: implications for young children’s attitude development toward peers with disabilities

ABSTRACT

The purpose of the current study is to examine what parents think about individuals with disabilities and inclusion, to what extent parents’ attitudes are related to their children’s attitudes toward peers with disabilities and other family demographics, and how parents address disabilities to their children. Using surveys and interviews, data were collected from 50 children in kindergarten or 1st grade classes and their parents in the United States. Results showed that parents’ attitudes toward individuals with disabilities were significantly correlated with their previous experiences with people with disabilities. However, none of the family demographics were related to their attitudes and no relations were found between children’s attitudes and parents’ attitudes toward individuals with disabilities. Results from parent interviews also revealed that a small number of parents had talked about disabilities or challenging behaviours with their children. Based on the results, suggestions for research and implications for practices are discussed.

KEYWORDS:

• Disabilities
• inclusion
• parental influence

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This study was supported by the Healey Endowment Faculty Research Grant from the University of Massachusetts Amherst.

Notes on contributors

SeonYeong Yu

Dr. SeonYeong Yu's educational background and research focus on early childhood special education with a particular interest in young children’s social-emotional development, challenging behavior, and peer relationships. Her recent research studies are concentrated on young children's understanding and acceptance of peers with disabilities, ultimately to facilitate positive peer relationships and friendships between children with and without disabilities in inclusive classroom settings. As a former teacher of young children with disabilities, Dr. Yu is committed to increasing the use of evidence-based practices in the field of early childhood education and translating research into practice.