Parental influence on Preschoolers’ acceptance of peers with special Needs: The mediating role of inclusion attitudes

Halime Miray Sümer Dodur and Yasemin Yüzbaşioğlu

Children and Youth Services Review, 2025, vol. 170, issue C

Abstract: This study examines the mediating role of attitudes towards inclusion in the relationship between parents’ attitudes towards individuals with special needs and their children’s social acceptance of peers with special needs. Specifically, it investigates whether attitudes towards inclusion mediate the relationship between parents’ attitudes towards individuals with special needs and their children’s social acceptance of peers with special needs. Data were collected from 250 parents and their preschool-aged children through validated scales measuring attitudes towards special needs, inclusion, and peer acceptance. Results from structural equation modeling (SEM) reveal a significant positive relationship between parents’ attitudes towards individuals with special needs and their children’s acceptance of peers with special needs. Furthermore, attitudes towards inclusion partially mediate this relationship. The findings highlight the critical influence of parental attitudes on children’s social acceptance, consistent with social learning theory. Positive parental attitudes towards inclusive education facilitate greater acceptance and empathy in children, while also contributing to a supportive school environment. This underscores the necessity of parent-focused education programs to promote inclusion and social integration. The study provides theoretical and practical insights for enhancing inclusive education policies and raising societal awareness about disability and inclusion.

Keywords: Parent attitude; Inclusion; Preschool children; Social acceptance; Special needs (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:170:y:2025:i:c:s0190740925000222

DOI: 10.1016/j.childyouth.2025.108139

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