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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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| Published in: | International journal of disability, development, and education development, and education, 2017-11, Vol.64 (6), p.624-643 |
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| Main Authors: | , , |
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| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c360t-111dca32754d8c662b8640d59434cbef9b6ab705ef45a8c319fce566b0e1cd3f3 |
| container_end_page | 643 |
| container_issue | 6 |
| container_start_page | 624 |
| container_title | International journal of disability, development, and education |
| container_volume | 64 |
| creator | Lui, Ming Yang, Lan Sin, Kuen-Fung |
| description | 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. |
| doi_str_mv | 10.1080/1034912X.2017.1315803 |
| format | article |
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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. 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| fulltext | fulltext |
| identifier | ISSN: 1034-912X |
| ispartof | International journal of disability, development, and education, 2017-11, Vol.64 (6), p.624-643 |
| issn | 1034-912X 1465-346X |
| language | eng |
| recordid | cdi_proquest_journals_1955684046 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); ERIC; Taylor and Francis Social Sciences and Humanities Collection |
| 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 |
| title | Parents' Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs |
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