Parents' perceptions after inclusion of their children with moderate or severe disabilities

Author(s): Downing, J. E., Jacqueline, L. R., Morrison, A. P.

Journal/Book: J Assn Pers Severe Handicap. 1995; 20: 29 W Susquehanna Ave, Ste 210, Baltimore, MD 21204-5201. Assn Pers Severe Handicap. 147-157.

Abstract: This study investigated the perceptions of parents of 13 children with moderate or severe disabilities in relation to their child's education in inclusive general education settings. Parents were all Caucasian and were from seven different school districts in western New York State. Their children ranged in age from 5 to 20 years, with nine having experienced educational services in self-contained settings prior to being included in typical classrooms. Audio-taped interviews of parents lasting from 60 to 90 minutes were transcribed and analyzed following qualitative research methodology. Findings indicated that, regardless of the age of their child, parents of all 13 children reported very positive perceptions. Parents whose children had been educated previously in self-contained classes reported many academic, behavioral, and social outcomes that they felt would not have happened without the transition to age-appropriate general education classes. The findings add to the growing literature on inclusion and support the trend to provide educational services for students with moderate or severe disabilities in general education settings.

Note: Article DL Ryndak, Univ Florida, Dept Special Educ, G-315 Norman Hall, Gainesville, FL 32611 USA

Keyword(s): educational placement; inclusion; least restrictive environment; parents' perceptions; social validity; SEVERE HANDICAPS; EDUCATING STUDENTS; INTEGRATION; LIFE; PEOPLE; SCHOOL

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