Parental perspectives on inclusion: effects of autism and Down syndrome.
Parents of autistic students are more comfortable with part-time mainstreaming than full inclusion—ask about preferred balance before recommending placement.
01Research in Context
What this study did
Hatton et al. (1999) asked parents how they feel about full inclusion. They compared parents of kids with Down syndrome to parents of kids with autism.
The team mailed short surveys. Parents marked how much they agreed with statements like "My child should spend most of the day in a regular class."
What they found
Parents of children with Down syndrome liked full inclusion more. Parents of autistic children preferred part-time mainstreaming.
Younger kids and kids already in general-ed classes had parents who wanted even more inclusion.
How this fits with other research
Chamberlain et al. (2007) looked at the same classrooms and found autistic kids still sat on the edge of peer networks. Inclusion did not mean real friendship. This seems to clash with parent hopes, but the two studies measure different things: parent opinion versus actual recess play.
Ji et al. (2025) followed autistic children in China. Kids in mainstream schools scored higher on social-inclusion tests. The boost was biggest for mild-symptom kids. Together these papers show inclusion can help, yet the benefit depends on the child’s social profile.
Delprato (2002) watched preschoolers with Down syndrome on the playground. Despite their parents’ strong pro-inclusion views, the kids were no more involved with peers than typical classmates. Parent enthusiasm does not always translate to child experience.
Why it matters
Before you write an IEP goal for full inclusion, ask parents what mix of settings feels safe. Autistic students may thrive with part-time mainstreaming plus pull-out social-skills groups. For Down syndrome students, parents may welcome full-time general-ed, but still add buddy-system supports so recess inclusion turns into real friendships.
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02At a glance
03Original abstract
This study examined the effects of the child's diagnosis (autism vs. Down syndrome), age, and current educational placement on parental perceptions toward inclusion for their child with disabilities. Parents of children with autism and with Down syndrome completed surveys regarding their opinions on their child's current educational placement, their desire for changing the current placement, and their views on inclusive education. Results indicated that diagnosis, age, and current placement influenced parental opinion on the ideal educational placement for their child. Parents of children with Down syndrome were significantly more likely to endorse inclusion (full-time placement in general education) as the ideal educational program for their child whereas parents of children with autism were more likely to endorse mainstreaming (consistent part-time placement with general education students). Parents of younger children and parents whose children were already placed in general education programs were more positive towards inclusion than parents of older children or students currently in special education. Findings are discussed in terms of child characteristics and prevailing educational practices.
Journal of autism and developmental disorders, 1999 · doi:10.1023/a:1022159302571