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Predictors of Parental Attitudes Towards Inclusion in China

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Gao, Chenxu 
Katsapi, Evi 


Few studies have investigated predictors of parental attitudes (PA) towards inclusion in China. There was also contradictory evidence on the role of several predictors of PA towards inclusion among studies in the Chinese context and between studies conducted in China and the Western world. This study aimed to identify the strongest predictors of PA towards inclusion in China by investigating and comparing different variables, including parental gender, income, education level, exposure to inclusion and the number of children with special education needs and disabilities in the household. A total of 203 participants completed an online quantitative questionnaire. The results showed that a higher parental education level, more exposure to inclusion and a larger number of children with SEND in the household significantly predicted more positive attitudes towards inclusion. Among them, exposure to inclusion was the strongest predictor. Several limitations of the current study were discussed followed by recommendations for future research. Implications of the current work for policymaking and home-school collaborations were outlined.



Special and inclusive education, parental attitudes, inclusion, disability, education equality, China

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CERJ, Faculty of Education, University of Cambridge

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