{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1531"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1531","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Parental support group member's views on inclusion","abstract":"The purpose of this study was to measure the view that parents involved in support groups for parents of children with special needs have on inclusion. Parents were surveyed using the \"Parent Opinion About Inclusion/Mainstreaming\" questionnaire developed by Leyser and Kirk (2004). Children whose parents completed the survey were ages 4 through 20 and were included in various educational settings. Parents were found to be generally supportive of the idea of inclusion. Benefits of inclusion included social skills for both students with and without disabilities, academic skills, and equal opportunities. Perceived problems with inclusion included experience and adaptability of general education teacher, loss of special education services, individualized instruction, perceptions of other parents/students, and their child being left out. Parents reported low levels of satisfaction for their child's current classroom placement.","abstract_html":"The purpose of this study was to measure the view that parents involved in support groups for parents of children with special needs have on inclusion. Parents were surveyed using the "Parent Opinion About Inclusion/Mainstreaming" questionnaire developed by Leyser and Kirk (2004). Children whose parents completed the survey were ages 4 through 20 and were included in various educational settings. Parents were found to be generally supportive of the idea of inclusion. Benefits of inclusion included social skills for both students with and without disabilities, academic skills, and equal opportunities. Perceived problems with inclusion included experience and adaptability of general education teacher, loss of special education services, individualized instruction, perceptions of other parents/students, and their child being left out. Parents reported low levels of satisfaction for their child's current classroom placement.","abstract_has_math":false,"creators":["Blasy, Kaitlyn"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Allen, Terri"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-11-06T08:00:00Z","date_published":"2013-11-06T08:00:00Z","updated_at":"2026-07-24T04:13:15Z","subjects":["Inclusive education; Parents of children with disabilities","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/532","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Allen, Terri"]},{"key":"dc:creator","label":"Author","values":["Blasy, Kaitlyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:17Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Parents of children with disabilities","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/532"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to measure the view that parents involved in support groups for parents of children with special needs have on inclusion. Parents were surveyed using the \"Parent Opinion About Inclusion/Mainstreaming\" questionnaire developed by Leyser and Kirk (2004). Children whose parents completed the survey were ages 4 through 20 and were included in various educational settings. Parents were found to be generally supportive of the idea of inclusion. Benefits of inclusion included social skills for both students with and without disabilities, academic skills, and equal opportunities. Perceived problems with inclusion included experience and adaptability of general education teacher, loss of special education services, individualized instruction, perceptions of other parents/students, and their child being left out. Parents reported low levels of satisfaction for their child's current classroom placement."]},{"key":"dc:title","label":"Title","values":["Parental support group member's views on inclusion"]}]}],"canonical_facts":{"dc:contributor":["Allen, Terri"],"dc:creator":["Blasy, Kaitlyn"],"dc:date.available":["2020-03-03T19:59:17Z"],"dc:description.abstract":["The purpose of this study was to measure the view that parents involved in support groups for parents of children with special needs have on inclusion. Parents were surveyed using the \"Parent Opinion About Inclusion/Mainstreaming\" questionnaire developed by Leyser and Kirk (2004). Children whose parents completed the survey were ages 4 through 20 and were included in various educational settings. Parents were found to be generally supportive of the idea of inclusion. Benefits of inclusion included social skills for both students with and without disabilities, academic skills, and equal opportunities. Perceived problems with inclusion included experience and adaptability of general education teacher, loss of special education services, individualized instruction, perceptions of other parents/students, and their child being left out. Parents reported low levels of satisfaction for their child's current classroom placement."],"dc:identifier":["https://rdw.rowan.edu/etd/532"],"dc:subject":["Inclusive education; Parents of children with disabilities","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["Parental support group member's views on inclusion"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:13:15Z"}