(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education

Vol. 2, No.1, 2014.

PARENTS ATTITUDE: INCLUSIVE EDUCATION OF

CHILDREN WITH DISABILITY
Dr. Daniela Dimitrova-Radojichich, Institute of Special Education, Faculty of Philosophy, Skopje, Macedonia
E-mail: [email protected]
Dr. Natasha Chichevska-Jovanova, Institute of Special Education, Faculty of Philosophy, Skopje, Macedonia
E-mail: [email protected]

Received: March, 25.2014.

Accepted: April, 28.2014.
Original Article
UDK 316.644-055.52:376.1-056.26/.36(497.7)

Abstract. This article reports the findings of a Negative attitudes cycle is limiting
study designed to explore the attitudes of parents of opportunities for children with disabilities
“normal” developing children toward the inclusion of (Cologon, 2013). Attitudes to children with
children with disabilities into mainstream education disabilities can be one of the keys facilita-
in Macedonia. Specifically, the study was designed to tor or a serious barrier to their inclusion and
participation in mainstream education. Inclu-
explore the similarities and differences in the attitudes
sive education provides an opportunity for the
of two groups of parents: a group of parents of preschool
children and a group of parents of school age children.development of appropriate attitudes towards
people with disabilities. Exposure to students
Participants included 88 parents. Generally, many of the
of all types on a daily basis allows typical
parents accept inclusive education, but most of them still
students to observe that, just like themselves,
think the special school is better place for education of
children with disability. students with disabilities have strengths and
weakness (Westwood and Graham, 2000).
Keywords: Attitude of parents, Children with a dis-
Research has long established that chang-
ability, Children without disability, Inclusive education.
ing attitudes towards people with disabilities
requires, both, information about these dis-
1. INTRODUCTION abilities and experience with people with dis-
abilities (Bandy and Boyer 1994; Carroll et
Recent international and national leg- al., 2003; Cook et al., 2000; Lombard et al.,
islation has cast increasing spotlight on the 1998; Westwood and Graham 2003; Wishart
inclusive education. For example, the Con- and Manning, 1996). Inclusion facilitates both
vention on the Rights of Persons with a Dis- of these requirements (Konza, 2008).
ability (2006) states the right of every person
with a disability to participate fully in an inclu-
sive, quality education on an equal basis with 2. MATERIALS AND METHODS
people who are not labeled as disabled. Inclu-
sive education involves “all children, families The aim of this study was to investigate
and adults’ rights to participate in environ- the attitudes of parents of “normal” improving
ments where diversity is assumed, welcomed children toward the inclusion of children with
and viewed as a rich resource rather than as disabilities into regular education in Macedo-
a “problem” (Purdue, 2009; p.807). Inclu- nia. Specifically, the study was aimed to explore
sion values the active participation of every the similarities and differences in the attitudes of two
child as a full member of his or her family, groups of parents of children without disability: A
community, and society (Diamond and Hong, group of parents of preschool children and a group of
2010). “Children’s knowledge and skills are parents of school age children (primary school).
developed through their interactions with each For the research’s needs, a specially pre-
other.” (Frankel et all, 2010; p.3). pared questionnaire with 6 questions and one
list with ten opinions on a variety of statements
Corresponding Author about the education of children with disabili-
Daniela Dimitrova-Radojichich, Institute of Special ties in a regular classroom were intended for
Education, Faculty of Philosophy, Ss. Cyril and Metho- use. The first section included four personal
dius University-Skopje, Macedonia questions (e.g. Gender, age, education and
E-mail : [email protected] employment of parents) and two questions
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(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education
Vol. 2, No.1, 2014.

that parents needed to answer: do they have Table 2. General attitude towards per-
opportunity to meet and make contact with sons with disabilities
some person with the disability and what is
their general attitude towards people with dis-
abilities (positive or negative). The second
section included opinions about the education
of children with disabilities in a regular class-
room, parents were supposed to rate the agree
level by using the four level Likert Scale (1
– strongly disagree; 2 – disagree; 3 – agree,
4 – strongly agree). After parents confirmed
their participation in the research, they were
based on the questionnaires with a previous
explanation of the aim and the methods of the
research. On the second question: What is your
general attitude towards people with disabili-
ties, 82.9% of all parents have a positive atti-
2.1. Participants tude towards people with disabilities. A two-
way contingency table analysis was performed
The survey included 88 parents, 50 to evaluate which group of parents was more
(56,9%) of them have preschool child (from 3 positive towards people with disabilities. The
to 5 years old) and 38 (43,1%) have a school two variables were parents of preschool age
age child (from 6 to 10 years old). 44 (76%) child and school age child and their attitudes
of the respondents were females. The mean toward people with disabilities (positive and
age of the respondents was 35.6 years, with negative). Parents of children of school age
a range of 20–45 years. 41 of them or 46.6% were found to be significantly related, Pear-
have high school degrees, 42 (47.7%) BA and son χ2 = 3.961, p= .046. Parents of children
5 (5.7%) junior college degrees. Most of the who attend primary school (school age) were
parents (73.9%) worked. more positive towards people with disabilities
as related to the other group of parents.
The frequency (percentage) of parents in
3. RESULTS different child age groups showing their will-
ingness for inclusion of a child with disability
We used SPSS 13.0 for quantitative data in the group/class of their child is presented in
analysis, which included computation of per- table 3.
centages, mean scores, standard deviations, Half of the parents (58%) of children
Pearson χ2 test and t test. The significance was of preschool age agree and 28.9% parents of
determined according to level p<0.05. children of school age disagree a child with a
Table 1. Contact with persons with disability to be included in the group/class of
disabilities their child.
Table 3. Agree to include child with dis-
ability in the group/class of my child

The obtained results show that sixty-

four (72.7%) of all parents indicated that they
have opportunities to make contact with a
person with disability.

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 (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education
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Table 4. Parents’ views about inclusive education

Parents’ perspectives about the aspects

opportunities to engage at higher academic
of inclusive education are displayed in Table
levels and to achieve outcomes that may not
4. Most of the parents of children at pre-
otherwise be possible (Finke et al., 2009).
school age (M=3.56) and parents of children
Parents of children who attend preschool were
of school age children (M=3.36) “stronglymore acceptable to inclusion of children with
agree” that it is necessary to have trained staff
disabilities as compared to the group of par-
in pre-schools and schools so they can help
ents of children at school age (χ2=7.732, p=
children with disabilities. Only on two state-
.02).
ments, there were evidently significant differ- Despite the parents’ agreement on
ences between opinions of parents of children
the statement “All children with disabilities
at school and preschool age. Parents of chil-
should be included in regular pre-schools/
dren at preschool age have significant posi-
schools” (58% of them “agree” and “strongly
tive attitude about the statements “Children
agree”), on the statement “Children with dis-
with disabilities will build greater friends in
abilities is better to be included in special pre-
pre-schools/schools” (p=.04) and “Regularschools/schools”, 71.8% of them answered
pre-schools/schools strengthen confidence in
that they “agree” and “strongly agree” with
children with disabilities (p=.01). that. Part of the cause of this contradictory
opinion may be that almost 93% of them think
it is necessary to have trained staff in regular
4. DISCUSION pre-schools and schools that will help to chil-
dren with disabilities.
Children with disabilities who are Inclusive settings encourage higher
included in regular schools are given levels of interaction than segregated settings
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(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education
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(Antia et all, 2011; Baker-Ericzén et al., 2009; time to the child with a disability. There does
Odom et al., 2011; Theodoru and Nind, 2010). not seem that typical-developing children
Research evidence suggests that genuinely in inclusive classrooms achieve lower out-
inclusive education allows children to build comes than their peers in non-inclusive set-
and develop friendships that they might not tings. In addition, a number of studies have
have considered or encountered otherwise demonstrated that non-disabled children from
(Finke et al., 2009). In our research, 70.6% of inclusive pre-schools scored higher in tests on
parents indicated that children with disabilities positive attitudes towards people with disabil-
will gain more friends in regular preschool/ ities, and on social acceptance of people with
school. disabilities.
Children who participate in inclusive For a successful inclusive education,
education have been found to be more inde- parents of children with and without disabili-
pendent (Baker-Ericzén et al., 2009; Stahmer ties should be informed about this process.
et al., 2011). There was moderate agreement Attitudes have enormous influence on inclu-
for this statement (Children with disabilities sion of children with disabilities in regular
included in regular pre-schools/schools are school. Numerous authors identified the atti-
more autonomous) in our research, 59.2% of tudes as a major barrier to non-discrimination
parents agree or strongly agree with this. in education for people with disabilities.
Numerous researches for inclusive edu-
cation of social development has also found Conflict of interests
that inclusion results in a more positive sense Authors declare no conflict of interest.
of self and self-worth for children who do and
do not experience disability (Diamond and
Huang, 2005; Fitch, 2003). Almost 73% of REFERENCES
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