Palmer D S, Borthwick-Duffy S A, Widaman K, Best S J
Charter School of Education, Division of Special Education, California State University, Los Angeles 90032-8144, USA.
Am J Ment Retard. 1998 Nov;103(3):272-87. doi: 10.1352/0895-8017(1998)103<0272:IOPPOI>2.0.CO;2.
Influences on parent perceptions regarding the practice of integrating students with significant cognitive disabilities into general education classrooms were examined. Findings confirmed that perceptions were significantly influenced by characteristics of the parent and the child as well as by factors associated with the child's placement history. Further, factors influencing these perceptions differed according to varying dimensions of inclusion being considered. We argue that the efficacy of any specific type of educational model cannot be determined without a consideration of the complex dynamics involved in the interplay between individual child characteristics, parent and family values, and the perceived role of the school.
研究了影响家长对将有严重认知障碍的学生纳入普通教育课堂做法的看法的因素。研究结果证实，家长的看法受到家长和孩子的特征以及与孩子安置历史相关的因素的显著影响。此外，影响这些看法的因素因所考虑的融合的不同维度而异。我们认为，如果不考虑个体儿童特征、家长和家庭价值观以及学校所感知的角色之间相互作用中涉及的复杂动态，就无法确定任何特定类型教育模式的有效性。
