Inclusive education: knowledge, perceptions and attitudes of parents of 4 to 8year old children

The present study investigated knowledge, perceptions, and attitudes of parents with children without special educational needs (SEN) regarding inclusive-education. 13 parents of preschool and primary school children participated, who answered, through semi-structured individual interviews with 12 questions, divided into three categories (knowledge, perceptions, attitudes). The results showed that parents have good knowledge on Special Education structures and on which children are eligible to attend them. They are positive on inclusive-education, highlighting the advantages that both groups of students gain from inclusion, especially on emotional level. Parents’ positive perceptions and attitudes depend on their prior experience with a person with SEN, the service of special education teachers in their child’s school, the teachers practices, the type and severity of the disability faced by their child"s classmate. Finally they are willing to develop relationships with parents with children with SEN depending on the type of the special need.