Author ORCID Identifier
Year of Publication
Master of Science in Education (MSEd)
Early Childhood, Special Education, and Rehabilitation Counseling
Dr. Collin Shepley
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)
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.
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