Parents' Perspectives on Personnel Attitudes and Characteristics in Inclusive School Settings: Implications for Teacher Preparation Programs

Abstract

The perspectives of 21 parents/caregivers (15 families) were explored through the use of semi-structured in-depth qualitative interviews. Their children with disabilities were in inclusive settings. Children were primarily of early elementary age; attended urban, suburban, and rural schools; and varied in the extent of their disabilities. Participants' perspectives on the attitudes they saw in personnel were presented-attitudes toward themselves (e.g., commitment to partnership, assumptions about parents), as well as toward their children (e.g., ownership for child's education, conveying optimism). Participants also described perceptions of qualities and characteristics that they valued in personnel such as accessibility and interest in challenging the child. Participants were pleased with the impact of inclusive settings on their children's lives. The implications of these findings for teacher preparation programs are presented.