Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools

ABSTRACT

Growing numbers of families now enrol their children in inclusive schools. The purpose of this research was to investigate the perceptions of 44 Australian parents, eight parents had children with disabilities and 36 had children who are typically developing. Data were collected using a questionnaire incorporating the Attitudes Towards Inclusion/Mainstreaming scale and a focus group for parents of children with disabilities. Parents all agreed that inclusive education benefits their children. Satisfaction with inclusion scores was similar and although parents of typically developing children expressed greater satisfaction, the difference was not significant. Parents of children with disabilities were significantly more likely to strongly agree that children have the right to inclusive education. Most parents felt that teachers are not well prepared to support the diverse range of students with disabilities in inclusive classrooms. Four themes identified in the focus group related to discrimination, frustration, restrictive practices, and programme quality. Parents valued well-coordinated, consistency delivered, and individualised educational programmes. Parents perceived resource allocation is not well targeted or transparent. Implications for teacher education and classroom practices are explored.

KEYWORDS:

• Inclusive education
• parents’ perceptions
• school–family partnerships
• professional development
• collaboration

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Lisa Stevens completed a Bachelor of Education (Primary) (Honours) degree at Charles Sturt University, Wagga Wagga. As a mother of a child with autism, Lisa has always been a passionate advocate of inclusive education. She has seen and experienced first-hand what it is like for children with disabilities in mainstream settings; the difficulties they face educationally, physically, and socially. This experience fuelled Lisa's desire to make a difference in the lives of families who are educating school-aged children with disabilities. As a result, she completed her teaching degree as a mature age student in 2015. Lisa has taught in a wide range of educational settings, including in a classroom within a large mainstream school that catered specifically to students with mild intellectual disabilities. Her current teaching positions are at two small rural schools. At some point in the future Lisa would like to further explore the issue of inclusive education and the impact it has on students and their families.

Gerald Wurf recently joined Monash University (Melbourne) as a Senior Lecturer (Practice) in educational psychology and counselling. He is also an Adjunct Lecturer at Charles Sturt University where he lectured in preservice teacher education programmes. He has worked for the NSW Government as an educational/developmental psychologist and provided consultant services to non-government organisations, Catholic and independent schools in Australia, and international schools in Hong Kong. He is a registered psychologist and holds endorsement with AHPRA in Educational and Developmental Psychology. Gerald is a Fellow and Secretary of the College of Educational and Developmental Psychologists (Australian Psychological Society). Gerald's research interests include student well-being, reducing school bullying, learning in multicultural classrooms, inclusive education, and promoting student engagement and academic achievement. He has had 15 years professional experience working with children, young people, and adults with intellectual disabilities and complex learning needs.

ORCID

Gerald Wurf http://orcid.org/0000-0003-1459-6223