Knowledge and perceived social norm predict parents attitudes towards inclusive education

Ming Lui*, Kuen Fung Sin, Lan Yang, Chris Forlin, Fuk Chuen Ho

*Corresponding author for this work

    Research output: Contribution to journalJournal articlepeer-review

    32 Citations (Scopus)


    Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents attitudes towards inclusion and the two predictors were intercorrelated. Exploratory analyses on the effect of demographic variables on parents attitudes demonstrated that male parents exhibited more positive attitudes towards inclusion than female parents; and parents of children at a higher grade level indicated less positive attitudes. Cultural issues of parents concerns about inclusive practice are discussed.

    Original languageEnglish
    Pages (from-to)1052-1067
    Number of pages16
    JournalInternational Journal of Inclusive Education
    Issue number10
    Early online date24 Apr 2015
    Publication statusPublished - 3 Oct 2015

    Scopus Subject Areas

    • Education
    • Arts and Humanities (miscellaneous)

    User-Defined Keywords

    • Attitudes
    • Inclusive education
    • Knowledge
    • Parents
    • Perceived social norm
    • Special educational needs


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