engleski

Attitudes of parents of children with learning difficulties as a factor of social inclusion

Research on parents' attitudes towards children with special needs, its determinants and transformations, gain a new dimension by approaching disability from the point of view of human rights and social justice. Many research findings showed that parents of children with intellectual disability and learning difficulties have an unfavourable attitude compared to parents of children without disabilities (Mavrin-Cavor, 1985 ; Mercer, 1986 ; Winzer, 1990, Wagner Jakab i dr. 2005). In order to develop effective measures to change the social environment, including family influence, in this study we wanted to investigate the structure of attitudes of parents with children with learning difficulties and compare them to attitudes of parents with &laquo ; typical&raquo ; children. We used an adapted Questinnaire for parents (Kovačević, teodorović, Levandovski, 1982)on a sample of 80 parents of children with learning difficulties and 228 parents of their peers, who attend 6th grade of primary school. The findings show that the structure of attitudes of parents with children with learning difficulties are characterized by marked emotional component, in all 5 attitude factors and an attitude about decisive importance of social support for their child's success, which was confirmed by discriminant analysis of results. Parents' awareness of the important role of social support is a good starting point for their parent role of an advocate for rights of their children in a process of educational inclusion.

children with learning difficulties; parents; social inclusion

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