Kasari C, Freeman S F, Bauminger N, Alkin M C
Graduate School of Education and Information Studies, University of California, Los Angeles, USA.
J Autism Dev Disord. 1999 Aug;29(4):297-305. doi: 10.1023/a:1022159302571.
This study examined the effects of the child's diagnosis (autism vs. Down syndrome), age, and current educational placement on parental perceptions toward inclusion for their child with disabilities. Parents of children with autism and with Down syndrome completed surveys regarding their opinions on their child's current educational placement, their desire for changing the current placement, and their views on inclusive education. Results indicated that diagnosis, age, and current placement influenced parental opinion on the ideal educational placement for their child. Parents of children with Down syndrome were significantly more likely to endorse inclusion (full-time placement in general education) as the ideal educational program for their child whereas parents of children with autism were more likely to endorse mainstreaming (consistent part-time placement with general education students). Parents of younger children and parents whose children were already placed in general education programs were more positive towards inclusion than parents of older children or students currently in special education. Findings are discussed in terms of child characteristics and prevailing educational practices.
本研究考察了儿童的诊断结果（自闭症与唐氏综合征）、年龄以及当前教育安置情况对家长关于其残疾子女融合教育观念的影响。自闭症儿童和唐氏综合征儿童的家长完成了关于他们对孩子当前教育安置的看法、改变当前安置的意愿以及对融合教育看法的调查。结果表明，诊断结果、年龄和当前安置情况影响了家长对其孩子理想教育安置的看法。唐氏综合征儿童的家长更有可能认可融合教育（全日制安置于普通教育）是其孩子理想的教育方案，而自闭症儿童的家长更有可能认可主流化（与普通教育学生一致的非全日制安置）。年幼儿童的家长以及孩子已安置于普通教育项目的家长比年龄较大儿童的家长或当前处于特殊教育的学生的家长对融合教育更为积极。研究结果从儿童特征和现行教育实践的角度进行了讨论。
