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.