Author ORCID Identifier
Date Available
8-1-2022
Year of Publication
2022
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Collin Shepley
Abstract
The purpose of this study was to examine how parents with children displaying typical development, perceive and interact with children who have exceptionalities or disabilities and explore parents’ openness to having discussions about exceptional children in inclusive classrooms. Given that parents function as foundational sources of knowledge to children in their early childhood years, understanding parents’ perceptions of and interactions with children with disabilities may help to understand how these parents’ children will, in-turn, perceive and interact with classroom peers with disabilities. This line of inquiry is supported by Bronfenbrenner’s ecological systems theory, which views microsystems such as the family, as primary influences on a child’s development.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2022.269
Recommended Citation
Decker, Zurisaday N., "HOW DO PARENTS OF TYPICALLY DEVELOPING CHILDREN PERCEIVE AND INTERACT WITH CHILDREN WITH EXCEPTIONALITIES?" (2022). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 123.
https://uknowledge.uky.edu/edsrc_etds/123
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Leadership Commons, Educational Methods Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education Administration Commons
