Abstract:

The current social construction of what it is to care for and parent someone with disabilities can have far reaching effects. It can cause personal problems for the parent of the child with special healthcare needs (CSHN) by subjecting the caregiver to socially prescribed perfectionism, a belief that others are holding you to a perfect standard which you may not be able to meet (Antony & Swinson, 2009). Socially prescribed perfectionism has been associated with negative self-esteem, loss of perceived self- control, lack of achievement motivation, depression, suicide proneness, shame, and guilt (Klibert, Langhinrichsen-Rohling, & Saito, 2005). In addition, Research has shown that parents of disabled children report feelings of shame, the need to keep their identity as parents of CSHN concealed, and the belief that others avoid (or may avoid) them due to their associative stigma (Corrigan & Miller, 2004; Mickelson, 2001;Wight, Aneshensel, Murphy, Miller-Martinez, & Beals, 2006). When considering the construction of disability, and its role in education, it is important to consider constructed perceptions about the parents of Children with special healthcare needs (CSHN) as well. Parental support can mediate the success of inclusive education for the child with disabilities (Gavish, 2017). Additionally, for these interactive relationships between the schools and parents of CSHN to be successful they must be built upon mutual respect (Hoover-Dempsey & Sandler, 1995). Therefore, what potential perceptions do educators have towards the parents of CSHN? Wherry (2006) has shown that parents of CSHN are often less involved in education than other parents and this may be a result of educators’ perceptions eroding the relationship between school and parents of CSHN. In addition, since inclusion perceived as a tool used in a place is indicative of a medical model of disability and of dysconscious ableism, it is important to understand what educators view of inclusion is (Baynton, 2017; Broderick & Lalvani, 2017; Campbell, 2001; Carter, 2004; Davis L. , 2017; Florian, 2009; Foucault, 1988; Garland-Thompson, 1997; Hehir, 2002).

The goal of the current study is to examine some of the factors that contribute to the success or failure of educating a CSHN. These factors include what educators’ perceptions of parents of CSHN are; what educators’ perceptions of their ability to educate, care for, and parent a CSHN are; and what educators’ perceptions of inclusion are. In addition, this study is focused on determining what relationships may exist between these perceptions. The hypothesis are That the perceptions of educators would show the presence of negative stereotypes regarding the parent of CSHN (H1). That educators would have lower efficacy for teaching (H2) caring for or parenting (H3) a CSHN. That educators would have a belief that inclusion is a place or tool (H4). That the more negative the educators’ perception of the parents is, the more likely they are to believe inclusion is a place or tool (H5). That the lower an educators’ self-efficacy is to teach a CSHN, the more likely they are to view inclusion as a place or tool (H6). That the higher a educators’ self-efficacy is to parent a CSHN, the more likely they are to view inclusion as a belief system (H7).

Results indicated that educators have negative perceptions of parental competence and that this is impacting the interactive relationship needed for successful inclusive education.

Keywords:

Associative stigma, special education, teacher-education, disability studies, inclusion.