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This study investigated the differences between the parental attitudes of regular students toward students with special needs in inclusive and non-inclusive kindergartens. The researchers explored whether variable demographic characteristics such as gender, level of education, and experiences of interacting with disabled people correlated with the attitudes of the parents toward students with special needs in inclusive and non-inclusive kindergartens. The distance of the school from home was also assessed to understand the parents’ choice of their children’s schools. This study collected questionnaire data from 245 parents (227 mothers and 18 fathers) of regular preschool students attending an inclusive kindergarten and a non-inclusive kindergarten. Parental attitudes were measured using the Parent Attitude toward Children with Handicaps (PATCH) questionnaire, which has 30 items and a Cronbach’s alpha coefficient of 0.926. The items in the PATCH are designed to explore parental attitudes toward regular students interacting with special needs students from affective, cognitive, and behavioral dimensions. It was found that there were no differences in parental attitudes toward students with special needs in the inclusive and non-inclusive kindergartens.

Parental Attitudes of Preschool Children toward Students with Special Needs in Inclusive and Non-Inclusive Kindergartens: A Comparative Study