Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns

Abstract

To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child’s preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in the U.S. state of Georgia. Participants were 114 parents of children without disability attending either a standard (n = 78) or inclusive classroom (n = 34). Results showed that most parents (79%) did not intentionally select one classroom type over another and that attitudes about inclusive education did not differ by classroom type. Attitudes about inclusive education were associated with specific inclusion concerns and parents’ generalized social justice attitudes. The relation between generalized social justice attitudes and attitudes about inclusive education was mediated by parents’ specific concerns about inclusive education. Implications for efforts to promote positive attitudes about inclusive preschool education among parents of children without disability are discussed.