Yuan Qin, Xu Yue, Wen Pengsheng
School of Education, Jiangxi Normal University, No.99, Ziyang Avenue, Nanchang City, Jiangxi Province, People's Republic of China.
Anji Children Village, No.1, Yuhua Road, Zhangwu Town, Anji County, Huzhou City, Zhejiang Province, People's Republic of China.
J Autism Dev Disord. 2025 Jun 17. doi: 10.1007/s10803-025-06908-7.
Parental involvement and support are crucial to the success of preschool inclusive education for children with autism spectrum disorder (ASD). However, few studies have investigated the role of parents of typically developing (TD) children in this process. The purpose of this study is to identify and assess the key factors that impact and predict their intention to participate in preschool inclusive education. This study conducted a large-scale survey among parents of TD children in Jiangxi, China, and used a structural equation model to validate the influences of attitudes, subjective norms, perceived behavioral control and contact experience on participation intention. The findings revealed a high level of intention among parents of TD children to support preschool inclusive education for children with ASD. The subjective norms were identified to be the strongest predictor of parents' participation intention, which was not significantly impacted by attitudes or perceived behavioral control. Additionally, demographic analysis showed that parents with prior contact experience with children with ASD were more likely to participate in inclusive education compared to those without such exposure, but the magnitude of the effects was relatively small. These findings underscore the critical roles of social influence and meaningful contact in fostering parent involvement, and provide helpful guidance for educators, policymakers, and social organizations striving to promote inclusive education.
家长的参与和支持对于自闭症谱系障碍（ASD）儿童的学前融合教育的成功至关重要。然而，很少有研究调查发育正常（TD）儿童的家长在这一过程中的作用。本研究的目的是识别和评估影响并预测他们参与学前融合教育意愿的关键因素。本研究在中国江西对TD儿童的家长进行了大规模调查，并使用结构方程模型来验证态度、主观规范、感知行为控制和接触经验对参与意愿的影响。研究结果显示，TD儿童的家长对支持ASD儿童的学前融合教育有很高的意愿。主观规范被确定为家长参与意愿的最强预测因素，态度或感知行为控制对其没有显著影响。此外，人口统计学分析表明，与没有接触过ASD儿童的家长相比，有过与ASD儿童接触经验的家长更有可能参与融合教育，但影响程度相对较小。这些发现强调了社会影响和有意义的接触在促进家长参与方面的关键作用，并为致力于推广融合教育的教育工作者、政策制定者和社会组织提供了有益的指导。
