Parental perspectives on inclusion: Effects of autism and Down syndrome

This study examined the effects of the child's diagnosis (autism vs. Down s yndrome), age, and current educational placement on parental perceptions to ward 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 indicat ed that diagnosis, age, and current placement influenced parental opinion o n the ideal educational placement for their child. Parents of children with Down syndrome were significantly more likely to endorse inclusion (full-ti me placement in general education) as the ideal educational program for the ir child whereas parents of children with autism were more likely to endors e mainstreaming (consistent part-time placement with general education stud ents). Parents of younger children and parents whose children were already placed in general education programs were more positive towards inclusion t han parents of older children or students currently in special education. F indings are discussed in terms of child characteristics and prevailing educ ational practices.