Author:
Skora Helena,Pillay Bob,Desai Ishwar
Abstract
The need for parental involvement in developing effective programs for children with disabilities is highlighted in the conceptual and research literature as well as in the legislation and policies of a number of countries. The present study was undertaken to investigate the curricular skills valued by parents of children with moderate to severe/profound intellectual disabilities attending Special Developmental Schools in Victoria, Australia. The study examined whether a significant relationship existed between selected background factors and the value parents placed on particular curricular skills. In addition, the study attempted to identify the percentage of a typical school week that parents felt should be spent on particular skills within the educational programs offered to their children.
Publisher
Cambridge University Press (CUP)
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