Document Type

Journal Article

Department/Unit

Department of Education Studies

Title

Parents’ perspective of the impact of school practices on the functioning of students with special educational needs

Language

English

Abstract

Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.

Keywords

Academic engagement, inclusive education, parents, psychological and behavioural functioning, social participation, school practices, special educational needs, survey

Publication Date

7-2017

Source Publication Title

International Journal of Disability, Development and Education

Volume

64

Issue

6

Start Page

624

End Page

643

Publisher

Taylor & Francis

Peer Reviewed

1

Funder

This work was supported by the Research Grants Council of Hong Kong SAR [grant number 18404614], [grant number 843612].

DOI

10.1080/1034912X.2017.1315803

ISSN (print)

1034912X

ISSN (electronic)

1465346X

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