School factors predicting family satisfaction in inclusive education: evidence from families of students with intellectual disabilities

Family satisfaction is a relevant indicator for assessing the quality of inclusive education for students with intellectual disabilities. This study analysed families’ perceptions of the school educational response and examined the school-related factors predicting overall family satisfaction. A quantitative, non-experimental, descriptive and correlational design was used, with non-probabilistic convenience sampling. The sample comprised 213 family members of students with specific educational support needs associated with intellectual disability, enrolled in public or publicly funded private schools in the Valencian Community, Spain. Data were collected using the Cuestionario de Percepción Familiar de los Apoyos recibidos del Sistema Educativo (CPFASE; Family Perception of Support Received from the Educational System Questionnaire), which assesses three dimensions: perception of the school educational response, school attitude towards inclusion, and psychoeducational assessment of specific educational support needs. Confirmatory factor analysis supported a three-factor correlated structure with adequate fit (RMSEA = 0.061; CFI = 0.918; TLI = 0.908) and high internal consistency. Descriptive results showed moderately positive family perceptions, with school attitude towards inclusion receiving the highest mean score. Hierarchical regression indicated that school attitude towards inclusion was the strongest predictor of overall family satisfaction ( β = 0.591; p < .001), followed by perception of the school educational response ( β = 0.383; p < .001). Psychoeducational assessment was positively associated with satisfaction but did not show a direct predictive effect. Significant differences were also found according to educational stage, family membership of associations and the existence of curricular adaptations. These findings highlight the importance of strengthening inclusive school cultures, coordinated support systems and clear communication with families.