Parental Mindsets on Inclusive Education for Empowering Tomorrow's Learners

Princess Charez Naya, Raymond Espina, Randy Mangubat, Honorio Anora, Anabelle Pantaleon, Veronica Calasang

Abstract

This study investigates the attitudes of parents of children with and without disabilities towards the inclusion of learners with disabilities in regular classrooms. Data were collected on various indicators, including perceived academic and social benefits, and potential compromises to their own child's education and well-being. Results show that parents of children with disabilities have a generally neutral attitude, highlighting positive views on social and academic benefits but also concerns about negative impacts on their child's education. Similarly, parents of children without disabilities also exhibit a neutral attitude, strongly favoring social benefits while expressing mixed perceptions regarding academic impacts. Statistical analysis reveals no significant difference between the two groups. These findings indicate that both groups of parents share similar perspectives, emphasizing the importance of social inclusion but wary of potential educational compromises.

https://doi.org/10.2208/wjher.4.2

Keywords

special education, parental mindset, inclusive education, comparative analysis

full textpdf

Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.2208/wjher.4.2Pages: 90-101Published: 06-13-2024Copyright: Copyright (c) 2024 Princess Charez Naya, Raymond Espina, Randy Mangubat, Honorio Anora, Anabelle Pantaleon, Veronica CalasangOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteNaya, P.C., Espina, R., Mangubat, R., Anora, H., Pantalleon, A., & Calasang, V. (2024). Parental Mindsets on Inclusive Education for Empowering Tomorrow's Learners. World Journal on Education and Humanities Research, 4(2), 90-101. https://doi.org/10.2208/wjher.4.2