Parent Perceptions of Inclusive Practices for Their Children with Significant Cognitive Disabilities

Abstract

While there has been a recent trend toward inclusive educational placements for students with significant cognitive disabilities, little information exists regarding parent perceptions of such practices. This article reviews the construction and analysis of a scale designed to encourage research in this area. An examination of three dimensions of perceptions assessed by the scale found that parents were more positive regarding the impact of inclusion on mutual social benefits, acceptance, and treatment of their child and more apprehensive regarding the impact of inclusion on the quality of educational services their child receives. Discussion includes how these findings may offer insight into reasoning used by some parents when considering the benefits of more inclusive educational placements for their own children.