Author ORCID Identifier

https://orcid.org/0000-0002-9708-4276

Year of Publication

2022

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First 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

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