Department of Education Studies
Parents’ perspective of the impact of school practices on the functioning of students with special educational needs
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.
Academic engagement, inclusive education, parents, psychological and behavioural functioning, social participation, school practices, special educational needs, survey
Source Publication Title
International Journal of Disability, Development and Education
Taylor & Francis
This work was supported by the Research Grants Council of Hong Kong SAR [grant number 18404614], [grant number 843612].
Link to Publisher's Edition
Lui, M., Yang, L., & Sin, K. (2017). Parents’ perspective of the impact of school practices on the functioning of students with special educational needs. International Journal of Disability, Development and Education, 64 (6), 624-643. https://doi.org/10.1080/1034912X.2017.1315803