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 psycholo...

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Bibliographic Details
Published in:International journal of disability, development, and education development, and education, 2017-11, Vol.64 (6), p.624-643
Main Authors: Lui, Ming, Yang, Lan, Sin, Kuen-Fung
Format: Article
Language:English
Subjects:
Academic engagement
Academic Support Services
Affective Behavior
Correlation
Educational Environment
Educational needs
Educational Practices
Elementary School Students
Elementary schools
Factor Analysis
Foreign Countries
Hypothesis Testing
Inclusive education
Indirect effects
Learner Engagement
Learning
Learning support
Likert Scales
Parent Attitudes
Parent Child Relationship
Parent Surveys
parents
Parents & parenting
psychological and behavioural functioning
Psychological Characteristics
Questionnaires
Risk behavior
School environment
school practices
Social participation
Socialization
special educational needs
Special Needs Students
Statistical Analysis
Structural Equation Models
Student Participation
Students
survey
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Summary: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.
ISSN:1034-912X
1465-346X
DOI:10.1080/1034912X.2017.1315803