Parental perceptions and attitudes towards the inclusion of children with neurodevelopmental, physical and sensory disabilities
Bibliographic Data
| ID | 15519116 |
|---|---|
| Authors | Noémi Vivien Kárpáti (Eötvös Loránd University, corresponding author), Mónika Miklósi (0000-0001-8316-0410, Eötvös Loránd University) |
| Year | 2026 |
| Volume | 16 |
| Pages | 1735746-1735746 |
| Publication date | 2026-01-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Psychiatry (JOURNAL) |
| Journal identifiers | ISSN: 1664-0640 • E-ISSN: 1664-0640 |
| Publisher | Frontiers Media (PUBLISHER • CH) |
| DOI | 10.3389/fpsyt.2025.1735746 |
| PMID | 41641080 |
| OpenAlex | W7124877199 |
| Language | EN |
| References cited | 37 |
The findings highlight a consistent triadic structure connecting knowledge, ability to help, and inclusion willingness, with contact and perceived impact shaping their balance differently by disability type. Interventions promoting guided contact and targeted knowledge-building may enhance both perceived competence and inclusive attitudes. Future studies should adopt longitudinal or experimental designs, employ multi-item measures, and test causal pathways linking parental experience, knowledge, and inclusion behavior
Affect (linguistics · Competence (human resources · Inclusion (mineral · Longitudinal study · Perception · Psychological intervention · Cerebral Palsy and Movement Disorders · Disability Rights and Representation · Inclusion and Disability in Education and Sport
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Attitudes of parents towards inclusive education
Systematic review and meta-analysis of Mental Health First Aid training
Examining Parental Perception of Inclusive Education Climate
Promoting Factors of Social Inclusion of Students With Special Educational Needs
Applying the Contact Theory in Inclusive Education
Approaches that Address Social Inclusion for Children with Disabilities
Self-efficacy
Parenting Knowledge, Parental Investments, and Early Childhood Development in Rural Households in Western China
Defining Social Inclusion for Children with Disabilities
Bullying and Social Exclusion of Students with Special Educational Needs in Primary Education Schools
Being part of the peer group
Inclusive playgrounds
Parenting knowledge
Parental influence on Preschoolers’ acceptance of peers with special Needs
A meta-analytic test of intergroup contact theory
| Citation velocity | historical |
|---|---|
| Highly cited | No |