Based on a review of the literature by Westling (1996), a questionnaire for parents of children with mental disabilities was developed in which parents were asked to rate various aspects of special education and related services with regard to importance, satisfaction, availability, desire, or concern. Parents were questioned in the areas of curriculum, placement, support services, their involvement in their child's education, importance of information, and potential parental concerns. One hundred sixty-three questionnaires were distributed through the public school system of a medium-size school district in the southeastern United States and 53 (33%) were returned through the mail. Results are reported from each section of the questionnaire and the implications of the parents' views are discussed. Within the discussion, special attention is given to concerns of parents of children with more severe disabilities.
Get full access to this article
View all access options for this article.
References
1.
Able-Boone, H., Goodwin, L. D., Sandall, S. R., Gordon, N., & Martin, D. G. (1992). Consumer based early intervention services. Journal of Early Intervention, 16, 201–209.
2.
Biklen, D. (1988). In support of families.Washington, DC: National Institute on Disability and Rehabilitation Research. (ERIC Document Reproduction Service No. ED 307 740)
3.
Black, M. M., Molaison, V. A., & Smull, M. W. (1990). Families caring for a young adult with mental retardation: Service needs and urgency of community living requests. American Journal on Mental Retardation, 95, 32–39.
4.
Brotherson, M. J., Houghton, J., Turnbull, A. P., Bronicki, C. J., Roeder-Gordon, C., Summers, J. A., & Turnbull, H. R., III (1988). Transition into adulthood: Parental planning for sons and daughters with disabilities. Education and Training in Mental Retardation, 23, 165–174.
5.
Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological age-appropriate and functional curricular content for severely handicapped adolescents and young adults. The Journal of Special Education, 13(1), 81–90.
6.
Brown, L., Branston-McClean, M., Baumgart, D., Vincent, L., Falvey, M., & Schroeder, J. (1979). Utilizing the characteristics of current and subsequent least restrictive environments in the development of curricular content for severely handicapped students. AAESPH Review, 4, 407–424.
7.
Brown, L., Falvey, M., Vincent, L., Kaye, N., Johnson, F., Ferrara-Parish, P., & Gruenewald, L. (1980). Strategies for generating comprehensive, longitudinal, and chronological-age-appropriate Individualized Educational Programs for adolescent and young-adult severely handicapped students. The Journal of Special Education, 14, 199–215.
8.
Brown, L., Long, E., Udvari-Solner, A., Davis, L., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). The home school: Why students with severe intellectual disabilities must attend the schools of their brothers, sisters, friends, and neighbors. Journal of the Association for Persons with Severe Handicaps, 14, 1–7.
9.
Brown, L., Long, E., Udvari-Solner, A., Schwarz, P., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). Should students with severe intellectual disabilities be based in regular or in special education classrooms in home schools?. Journal of the Association for Persons with Severe Handicaps, 14, 8–12.
10.
Brown, L., Nietupski, J., & Hamre-Nietupski, S. (1976). Criterion of ultimate functioning. In A. Thomas (Ed.), Hey, don't forget about me!Reston, VA: Council for Exceptional Children.
11.
Calhoun, M. L., Calhoun, L. G., & Rose, T. L. (1989). Parents of babies with severe handicaps: Concerns about early intervention. Journal of Early Intervention, 13, 146–152.
12.
D'Amato, E., & Yoshida, R. K. (1991). Parental needs: An educational life cycle perspective. Journal of Early Intervention, 15, 246–254.
13.
Epps, S., & Myers, C. L. (1989). Priority domains for instruction, satisfaction with school teaching, and postschool living and employment: An analysis of perceptions of parents of students with severe and profound disabilities. Education and Training in Mental Retardation, 24, 157–167.
14.
Fuchs, D., & Fuchs, L. S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294–309.
15.
Galant, K., & Hanline, M. F. (1993). Parental attitudes toward mainstreaming young children with disabilities. Childhood Education, 69, 293–297.
16.
Gallegos, A., & Gallegos, R. (1988). The interaction between families of culturally diverse handicapped children and the school. In H. S. Garcia & R. Chavez (Eds.), Ethnolinguistic issues in education (pp. 125–132). Lubbock: Texas Tech University. (ERIC Document Reproduction Service No. ED 316 044)
17.
Hamblin-Wilson, C., & Thurman, S. K. (1990). The transition from early intervention to kindergarten: Parental satisfaction and involvement. Journal of Early Intervention, 14, 55–61.
18.
Hamre-Nietupski, S., Nietupski, J., & Strathe, M. (1992). Functional life skills, academic skills, and friendship/social relationship development: What do parents of students with moderate/severe/profound disabilities value?. Journal of the Association for Persons with Severe Handicaps, 17, 53–58.
19.
Hanline, M. F., & Halvorsen, A. (1989). Parent perceptions of the integration transition process: Overcoming artificial barriers. Exceptional Children, 55, 487–492.
20.
Heller, T., & Factor, A. (1991). Permanency planning for adults with mental retardation living with family caregivers. American Journal on Mental Retardation, 96, 163–176.
21.
Individuals with Disabilities Education Act of 1990, 20 U.S.C. $sT 1400 et seq.
22.
Kauffman, J. M. (1989). The Regular Education Initiative as Reagan-Bush education policy: A trickle down theory of education of the hard-to-teach. The Journal of Special Education, 23, 256–278.
23.
Knoll, J. A. (1989). Come together: The experience of families of children with severe disabilities or chronic illness.Cambridge, MA: Health Resources and Services Administration. (ERIC Document Reproduction Service No. ED 323 707)
24.
Leyser, Y. (1985). Parent involvement in school: A survey of parents of handicapped students. Contemporary Education, 57(1), 38–43.
25.
Lipsky, D. K., & Gartner, A. (Eds.). (1989). Beyond separate education: Quality education for all. Baltimore: Brookes.
26.
Lynch, E. W., & Stein, R. C. (1987). Parent participation by ethnicity: A comparison of Hispanic, Black and Anglo families. Exceptional Children, 54, 105–111.
27.
Lynch, P. S. (1991). Parents' perceptions of their involvement in planning the transition from school to work for their children with disabilities. Paper presented at the annual meeting of the Southwestern Educational Research Association, San Antonio, TX. (ERIC Document Reproduction Service No. ED 332 020)
28.
Mahoney, G., O'Sullivan, P., & Dennebaum, J. (1990). A national study of mothers' perceptions of family-focused early intervention. Journal of Early Intervention, 14, 133–146.
29.
McDonnell, J. (1987). The integration of students with severe handicaps into regular public schools: An analysis of parents' perceptions of potential outcomes. Education and Training in Mental Retardation, 22, 98–111.
30.
Meyers, C. E., & Blacher, J. (1987). Parents' perceptions of schooling for severely handicapped children: Home and family variables. Exceptional Children, 53, 441–449.
31.
Mlynek, S., Hannah, M. E., & Hamlin, M. A. (1982). Mainstreaming: Parental perceptions. Psychology in the Schools, 19, 354–359.
32.
Ohanian, S. (1990). P.L. 94–142: Mainstream or quicksand?. Phi Delta Kappan, 72, 217–222.
33.
Reichart, D. C., Lynch, E. C., Anderson, B. C., Svobodny, L. A., Di Cola, J. M., & Mercury, M. G. (1989). Parental perspectives on integrated preschool opportunities for children with handicaps and children without handicaps. Journal of Early Intervention, 13, 6–13.
34.
Sailor, W. (1989). The educational, social and vocational integration of students with the most severe disabilities. In D. K. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all (pp. 53–74). Baltimore: Brookes.
35.
Salisbury, C., & Evans, I. M. (1988). Comparison of parental involvement in regular and special education. Journal of the Association for Persons with Severe Handicaps, 13, 268–272.
36.
Sherman, B. R. (1988). Predictors of the decision to place developmentally disabled family members in residential care. American Journal on Mental Retardation, 92, 344–351.
37.
Stainback, W., & Stainback, S. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51, 102–111.
38.
Stainback, S., & Stainback, W. (1987). Facilitating merger through personnel preparation. Teacher Education and Special Education, 10, 185–190.
39.
Westling, D. L. (1996). What do parents of children with moderate and severe disabilities want?. Education and Training in Mental Retardation and Developmental Disabilities, 31, 86–114.
40.
Will, M. C. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411–415.
41.
Williams, W., Fox, T. J., Thousand, J., & Fox, W. (1990). Level of acceptance and implementation of best practices in the education of students with severe handicaps in Vermont. Education and Training in Mental Retardation, 25, 120–131.
42.
Yanok, J., & Derubertis, D. (1989). Comparative study of parental participation in regular and special education programs. Exceptional Children, 56, 195–199.
