Date of Conferral
5-7-2024
Date of Award
May 2024
Degree
Ph.D.
School
Education
Advisor
Patricia Anderson
Abstract
The problem that was the focus of this study is that many parents, both children who are typically developing and those who have special needs, are unsure of the benefits of inclusive preschool classrooms. This study is important because it enhanced understanding of how parents make informed decisions about what is educationally best for their children and how they interpret the challenges and benefits of inclusive education for their children. The purpose of this qualitative study was to explore the perspectives of parents of typically developing students and parents of students with special needs enrolled in an inclusive preschool classroom regarding benefits and limitations they may see, and reflected four research questions that guided this study. The conceptual framework of familiarity bias as described by Fox and Levav informed interview questions asked of nine parents of both typically developing children and children who have special needs. This study found multiple benefits and few limitations for all students in the inclusive classroom. The research also suggested that parents had a positive view of the inclusive classroom and its effect on their children. Based on this study, it is important to expand the availability of inclusive classrooms and ensure staff development is available to help teachers prepare to meet the needs of students in this type of classroom. This study contributes to an understanding of what is important to embed in future inclusive classrooms. Positive social change will result from this study when inclusive preschool classrooms are widely available, providing mutually supportive social and academic growth for all students.
Recommended Citation
Holmes, Barbara Ann, "Parents’ Perspectives of Their Typically Developing or Special Needs Child’s Inclusive" (2024). Walden Dissertations and Doctoral Studies. 15703.
https://scholarworks.waldenu.edu/dissertations/15703
