Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
Parental perceptions of the education of children with pervasive developmental disorders
Autore:
Starr, EM; Foy, JB; Cramer, KM;
Indirizzi:
Univ Windsor, Fac Educ, Windsor, ON N9B 3P4, Canada Univ Windsor Windsor ON Canada N9B 3P4 Educ, Windsor, ON N9B 3P4, Canada Windsor Advisory Comm Disabil Issues, Windsor, ON, Canada Windsor AdvisoryComm Disabil Issues Windsor ON Canada ndsor, ON, Canada
Titolo Testata:
EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES
fascicolo: 1, volume: 36, anno: 2001,
pagine: 55 - 68
SICI:
1079-3917(200103)36:1<55:PPOTEO>2.0.ZU;2-8
Fonte:
ISI
Lingua:
ENG
Soggetto:
PERSPECTIVES; STUDENTS; DISABILITIES; INCLUSION; AUTISM;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
36
Recensione:
Indirizzi per estratti:
Indirizzo: Starr, EM Univ Windsor, Fac Educ, 401 Sunset Ave, Windsor, ON N9B 3P4, Canada Univ Windsor 401 Sunset Ave Windsor ON Canada N9B 3P4 P4, Canada
Citazione:
E.M. Starr et al., "Parental perceptions of the education of children with pervasive developmental disorders", EDUC TRAIN, 36(1), 2001, pp. 55-68

Abstract

Parents of 69 children (59 male, 10 female, ranging in age from 4 to 19) with pervasive developmental disorders (PDD) were surveyed about their perceptions of and their satisfaction with the education their children were receiving. The survey examined parental perceptions related to their children's classroom environment and education team, and whether perceptions were affected depending on the children 's communication ability, class placement,age, and whether there was more than one child with PDD in the family. Kruskall-Wallis and Mann Whitney U statistics of the total scores found no significant differences across educational settings, but did find significant differences between verbal and nonverbal children, and number of children with PDD in the family on classroom environment and education team items, and for age on education team items only. Parents of nonverbal children ratedthe items more highly, as did parents of the youngest age group and parents of more than one child with PDD, indicating either a more positive perception or greater satisfaction with the educational system. Results were alsoexamined in terms of how parents felt their children were progressing, their satisfaction with their child's current placement, and if they felt their children were learning useful life skills. Of 49 parents identifying needs for services or programs for their children, 14 (28.6%) identified more autism-specific education and training for school personnel working with their children as a key need. Implications for inservice training regarding the nature of PDD, home-school collaboration, and educational inclusion are discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 08/04/20 alle ore 11:10:32