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|a LC1201.F55 2007_FilsBlamby |2 BU-Local |
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|a Minority parents' familiarity with and attitudes toward inclusion of students with disabilities in elementary and middle schools |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a vi, 116 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 78-101). |
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|a Copyright Blamby Fils. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This study compared minority (Haitian, Hispanic, and African American) parents' familiarity with and attitudes toward the inclusion of students with disabilities in elementary and middle schools. A questionnaire was used to collect the data from parents of students with and without disabilities, attending an elementary and a middle urban public school. All parents who were invited to participate in this study had their children, with and without disabilities, enrolled in inclusion classes. Ninety-three completed surveys were received for the study, 49 (52.7%) from the elementary and 44 (47.3%) from the middle school parents. Parents of students with disabilities (n = 31) and parents of students without disabilities (n = 62) had the same level of familiarity with IDEA. Also, elementary school parents did not differ from middle school parents in terms of their familiarity with inclusion. Attitudes toward inclusion between elementary and middle schools’ parents did not show significant differences. Parents of students with disabilities had more positive attitudes toward inclusion than parents of students without disabilities. Also, parents who were born outside of the United States and Puerto Rico had more negative attitudes toward inclusion than parents who were born on American soil, including Puerto Rico. Among all the parents’ background variables, only parent birthplace showed a relationship to parental attitudes toward inclusion. Through a Multiple Linear Regression analysis, three variables were identified as significant predictors of parental attitudes toward inclusion: having heard about inclusion, parent birthplace, and having a child with disability. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Inclusive education |x United States. |
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|a Students with disabilities |x Education |x United States. |
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|a Children of minorities |x Education |x United States. |
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|a Students with disabilities |x Florida. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001751/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/51/00001/LC1201_F55 2007_FilsBlambythm.jpg |
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|a Theses and Dissertations |
