Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 624-643 |
| Number of pages | 20 |
| Journal | International Journal of Disability, Development and Education |
| Volume | 64 |
| Issue number | 6 |
| Early online date | 1 Jul 2017 |
| DOIs | |
| Publication status | Published - 2 Nov 2017 |
Scopus Subject Areas
- Health(social science)
- Education
- Health Professions (miscellaneous)
- Developmental and Educational Psychology
User-Defined Keywords
- Academic engagement
- inclusive education
- parents
- psychological and behavioural functioning
- school practices
- social participation
- special educational needs
- survey
