Parents’ Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs

References

• Andersson, H. W., Bjørngaard, J. H., Kaspersen, S. L., Wang, C. E., Skre, I., & Dahl, T. (2010). The effects of individual factors and school environment on mental health and prejudiced attitudes among Norwegian adolescents. Social Psychiatry and Psychiatric Epidemiology, 45, 569–577.10.1007/s00127-009-0099-0
   PubMed Web of Science ®Google Scholar
• Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229.10.1016/j.jsp.2006.02.002
   Web of Science ®Google Scholar
• Berger, E. H., & Riojas-Cortez, M. (2004). Parents as partners in education: Families and schools working together. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
   Google Scholar
• Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1–13.10.1037/0022-0663.98.1.1
   Web of Science ®Google Scholar
• Cambria, C., & Silvestre, N. (2003). Students with special educational needs in the inclusive classroom: Social integration and self-concept. European Journal of Special Needs Education, 18, 197–208.10.1080/0885625032000078989
   Google Scholar
• Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104.
   Web of Science ®Google Scholar
• Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111, 180–213.
   Web of Science ®Google Scholar
• Davis, M., & Watson, N. (2001). Where are the children’s experiences? Analysing social and cultural exclusion in ‘special’ and ‘mainstream’ schools. Disability & Society, 16, 671–687.10.1080/09687590120070060
   Web of Science ®Google Scholar
• Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from incomplete data via the EM algorithm. Journal of the Royal Statistical Society:Series B (Methodological), 39, 1–38.
   Web of Science ®Google Scholar
• DeVellis, R. F. (2011). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Education Bureau. (2008). Support services for students with special educational needs in ordinary schools (Parent guide). Retrieved from http://www.edb.gov.hk/attachment/en/edu-system/special/support/wsa/public-edu/ie_e.pdf
   Google Scholar
• Equal Opportunities Commission. (2012). Study on equal learning opportunities for students with disabilities under the integrated education system. Hong Kong: Author.
   Google Scholar
• Eriksson, L., Welander, J., & Granlund, M. (2007). Participation in everyday school activities for children with and without disabilities. Journal of Developmental and Physical Disabilities, 19, 485–502.10.1007/s10882-007-9065-5
   Web of Science ®Google Scholar
• Forlin, C., & Sin, K. F. (2010). Developing support for inclusion: A professional learning approach for teachers in Hong Kong. International Journal of Whole Schooling, 6, 7–26.
   Google Scholar
• Forlin, C., Sin, K. K. F., & Maclean, R. (2013). Transition for a student with special educational needs from primary to secondary school in Hong Kong. Australasian Journal of Special Education, 37, 49–63.10.1017/jse.2013.8
   Google Scholar
• Frederickson, N., & Turner, J. (2003). Utilizing the classroom peer group to address children’s social needs an evaluation of the circle of friends’ intervention approach. The Journal of Special Education, 36, 234–245.10.1177/002246690303600404
   Web of Science ®Google Scholar
• Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22, 15–30.10.1080/08856250601082224
   Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162.10.1037/0022-0663.95.1.148
   Web of Science ®Google Scholar
• Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., Grandjean, H., & Arnaud, C. (2010). Improving attitudes towards children with disabilities in a school context: A cluster randomized intervention study. Developmental Medicine & Child Neurology, 52, 889–890.
   PubMed Web of Science ®Google Scholar
• Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328–349.
   Web of Science ®Google Scholar
• Hartnett, S. (2007). Does peer group identity influence absenteeism in high school students? The High School Journal, 91, 35–44.10.1353/hsj.2008.0000
   Google Scholar
• Ho, I. T., & Hau, K. T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43, 892–897.10.1080/00207590701836323
   PubMed Web of Science ®Google Scholar
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60.
   Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55.10.1080/10705519909540118
   Web of Science ®Google Scholar
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.10.3102/0034654308325693
   Web of Science ®Google Scholar
• Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349–359.10.1037/0022-0663.92.2.349
   Web of Science ®Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.10.1111/josh.2004.74.issue-7
   PubMed Web of Science ®Google Scholar
• Knifsend, C. A., & Graham, S. (2012). Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence. Journal of Youth and Adolescence, 41, 379–389.10.1007/s10964-011-9737-4
   PubMed Web of Science ®Google Scholar
• Konu, A., & Rimpelä, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17, 79–87.10.1093/heapro/17.1.79
   PubMed Web of Science ®Google Scholar
• Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13, 117–140.10.1080/13603110701284680
   Web of Science ®Google Scholar
• Koster, M., Pijl, S. J., Houten, E. V., & Nakken, H. (2007). The social position and development of pupils with SEN in mainstream Dutch primary schools. European Journal of Special Needs Education, 22, 31–46.10.1080/08856250601082265
   Google Scholar
• Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76, 213–233.10.1177/001440291007600205
   Web of Science ®Google Scholar
• Lim, L., & Tan, J. (1999). The marketization of education in Singapore: Prospects for inclusive education. International Journal of Inclusive Education, 3, 339–351.10.1080/136031199284977
   Google Scholar
• Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24.10.1348/000709906X156881
   PubMed Web of Science ®Google Scholar
• Lui, M., Sin, K. F., Yang, L., Forlin, C., & Ho, F. C. (2015). Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education, 19, 1–16.
   Web of Science ®Google Scholar
• McConaughy, S. H., Volpe, R. J., Antshel, K. M., Gordon, M., & Eiraldi, R. B. (2011). Academic and social impairments of elementary school children with attention deficit hyperactivity disorder. School Psychology Review, 40, 200–225.
   Web of Science ®Google Scholar
• McCoy, S., & Banks, J. (2012). Simply academic? Why children with special educational needs don’t like school. European Journal of Special Needs Education, 27, 81–97.10.1080/08856257.2011.640487
   Web of Science ®Google Scholar
• McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health‐risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74, 284–292.10.1111/josh.2004.74.issue-7
   PubMed Web of Science ®Google Scholar
• Murray, C., & Greenberg, M. T. (2000). Children’s relationship with teachers and bonds with school an investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38, 423–445.10.1016/S0022-4405(00)00034-0
   Web of Science ®Google Scholar
• Muthén, L., & Muthén, B. (2012). Mplus user’s guide. Los Angeles, CA: Author.
   Google Scholar
• Nabuzoka, D. (2003). Teacher ratings and peer nominations of bullying and other behaviour of children with and without learning difficulties. Educational Psychology, 23, 307–321.10.1080/0144341032000060147
   Google Scholar
• Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367.10.3102/00346543070003323
   Web of Science ®Google Scholar
• Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46, 1084–1097.10.1002/pits.v46:10
   Web of Science ®Google Scholar
• Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52, 387–405. doi:10.1080/00313830802184558
   Web of Science ®Google Scholar
• Pijl, S. J., Skaalvik, E. M., & Skaalvik, S. (2010). Students with special needs and the composition of their peer group. Irish Educational Studies, 29, 57–70.10.1080/03323310903522693
   Web of Science ®Google Scholar
• Poon-McBrayer, K., & Lian, M.-G. J. (2002). Special needs education: Children with exceptionalities. Hong Kong: The Chinese University Press.
   Google Scholar
• Poon-McBrayer, K. F., & Wong, P. M. (2013). Inclusive education services for children and youth with disabilities: Values, roles and challenges of school leaders. Children and Youth Services Review, 35, 1520–1525.10.1016/j.childyouth.2013.06.009
   Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891.10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68, 203–222.10.1177/001440290206800204
   Web of Science ®Google Scholar
• Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119–138.10.1017/S0954579403000075
   PubMed Web of Science ®Google Scholar
• Reed, F. D. D., McIntyre, L. L., Dusek, J., & Quintero, N. (2011). Preliminary assessment of friendship, problem behavior, and social adjustment in children with disabilities in an inclusive education setting. Journal of Developmental and Physical Disabilities, 23, 477–489.10.1007/s10882-011-9236-2
   Web of Science ®Google Scholar
• Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27, 276–292.10.1177/07419325060270050301
   Web of Science ®Google Scholar
• Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents’ academic and social-emotional development: A summary of research findings. The Elementary School Journal, 100, 443–471.10.1086/499650
   Web of Science ®Google Scholar
• Rogers, C. (2007). Experiencing an ‘inclusive’ education: Parents and their children with ‘special educational needs’. British Journal of Sociology of Education, 28, 55–68.10.1080/01425690600996659
   Web of Science ®Google Scholar
• Roth, P. L. (1994). Missing data: A conceptual review for applied psychologists. Personnel Psychology, 47, 537–560.10.1111/peps.1994.47.issue-3
   Web of Science ®Google Scholar
• Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4, 67–79.10.1016/j.edurev.2009.02.002
   Web of Science ®Google Scholar
• Ruijs, N., Peetsma, T., & van der Veen, I. (2010). The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs. Educational Review, 62, 1–37.10.1080/00131910903469551
   Web of Science ®Google Scholar
• Simeonsson, R. J., Carlson, D., Huntington, G. S., McMillen, J. S., & Brent, J. L. (2001). Students with disabilities: A national survey of participation in school activities. Disability and Rehabilitation, 23, 49–63.
   PubMed Web of Science ®Google Scholar
• Sin, K. F. (2010). The practice of inclusive education in an Asian city: Hong Kong SAR. In V. Timmons & P. N. Walsh (Eds.), A long walk to school: Global perspectives on inclusive education (pp. 63–82). Rotterdam: Sense.
   Google Scholar
• Sin, K. F., Tsang, K. W., Poon, C. Y., & Lai, C. L. (2010). Upskilling all mainstream teachers. What is viable? In C. Forlin (Ed.), Teacher education for inclusion, changing paradigms and innovative approaches (pp. 236–245). London: Routledge.
   Google Scholar
• Stephan, S. H., Weist, M., Kataoka, S., Adelsheim, S., & Mills, C. (2007). Transformation of children’s mental health services: The role of school mental health. Psychiatric Services, 58, 1330–1338.10.1176/ps.2007.58.10.1330
   PubMed Web of Science ®Google Scholar
• Suldo, S. M., Riley, K. N., & Shaffer, E. J. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International, 27, 567–582.10.1177/0143034306073411
   Web of Science ®Google Scholar
• Turner, S., Alborz, A., & Gayle, V. (2008). Predictors of academic attainments of young people with Down’s syndrome. Journal of Intellectual Disability Research, 52, 380–392.10.1111/j.1365-2788.2007.01038.x
   PubMed Web of Science ®Google Scholar
• Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.10.1016/j.jsp.2006.04.003
   Web of Science ®Google Scholar
• Vitaro, F., Larocque, D., Janosz, M., & Tremblay, R. E. (2001). Negative social experiences and dropping out of school. Educational Psychology, 21, 401–415.10.1080/01443410120090795
   Google Scholar
• Wiener, J., & Tardif, C. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19, 20–32.10.1111/ldrp.2004.19.issue-1
   Google Scholar
• Williams, J., & MacKinnon, D. P. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling: A Multidisciplinary Journal, 15, 23–51.10.1080/10705510701758166
   PubMed Web of Science ®Google Scholar
• Yang, L., Sin, K. F., & Lui, M. (2015). Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools. The Asia-Pacific Education Researcher, 24, 545–555.10.1007/s40299-014-0198-x
   Web of Science ®Google Scholar
• Yell, M. L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28, 389–404.10.1177/002246699502800401
   Web of Science ®Google Scholar