Preschool Inclusion for Children with Autism Spectrum Disorder in China: Parental Participation Intention and...

Parental involvement and support are crucial to the success of preschool inclusive education for children with autism spectrum disorder (ASD). However, few studies have investigated the role of parents of typically developing (TD) children in this process. The purpose of this study is to identify and assess the key factors that impact and predict their intention to participate in preschool inclusive education. This study conducted a large-scale survey among parents of TD children in Jiangxi, China, and used a structural equation model to validate the influences of attitudes, subjective norms, perceived behavioral control and contact experience on participation intention. The findings revealed a high level of intention among parents of TD children to support preschool inclusive education for children with ASD. The subjective norms were identified to be the strongest predictor of parents' participation intention, which was not significantly impacted by attitudes or perceived behavioral control. Additionally, demographic analysis showed that parents with prior contact experience with children with ASD were more likely to participate in inclusive education compared to those without such exposure, but the magnitude of the effects was relatively small. These findings underscore the critical roles of social influence and meaningful contact in fostering parent involvement, and provide helpful guidance for educators, policymakers, and social organizations striving to promote inclusive education.