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Curricular Skills Valued by Parents of Children Attending Special Developmental Schools in Victoria

Published online by Cambridge University Press:  26 February 2016

Helena Skora ,
Bob Pillay  and
Ishwar Desai
Helena Skora*
Affiliation:
Department of Education, Employment and Training, Victoria
Bob Pillay
Affiliation:
The University of Melbourne, Victoria, Australia
Ishwar Desai
Affiliation:
The University of Melbourne, Victoria, Australia
*
Address for: Helena Skora, C/- A. Pillay, Department of Learning and Education Development, University of Melbourne, Victoria. 3010. Email: b.pillay@unimelb.edu.au
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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.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 25 , Issue 1-2 , 2001 , pp. 4 - 16
Copyright
Copyright © The Australian Association of Special Education 2001

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