Klicpera Christian, Klicpera Barbara Gasteiger
Institut für Psychologie der Universität Wien.
Prax Kinderpsychol Kinderpsychiatr. 2004 Dec;53(10):685-706.
The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.
该论文展示了一项针对755名有认证特殊需求的学习障碍儿童家长的调查结果，这些儿童要么在普通教育班级上课，要么在特殊学校就读。所有家长都参与了孩子学校安置的决策。将547名学习障碍学生在融合班级中的家长的经历与207名特殊学校学生家长的经历进行了对比。除了对孩子之前的学校经历有相当高的满意度外，还观察到两组家长之间存在一些差异。特殊学校学生的家长认为他们的孩子对教育要求的挑战较小，而融合教育中的家长则发现他们的孩子负担过重。融合教育中学生的社会发展被认为更积极，总体而言，融合班级中学习障碍学生的家长对教育环境选择的满意度更高。尽管融合班级中对家长学习支持的要求更高，但这并不能完全解释学校经历的差异。第二步，将满意的家长与不满意的家长进行了比较。可以发现，不满意的家长群体在为孩子选择教育环境时面临的条件较差，许多人无法接受他们的孩子被归类为有特殊需求。这适用于融合教育中学生的家长以及特殊学校学生的家长。此外，以德语作为第二语言的学生家长报告不满的频率更高。在不同年级或不同融合教育配额的联邦州之间未发现显著差异。
