Satisfaction and Desire for Change in Educational Placement for Children with Down Syndrome: Perceptions of Parents

This study surveyed 291 parents of children with Down syndrome about their satisfaction with their child's current educational program, as well as their desire and reasons for considering change. Perceptions were compared across age, current educational placement, ethnicity, and mother's e...

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Bibliographic Details
Published in:Remedial and special education 1999-05, Vol.20 (3), p.143-151
Main Authors: Freeman, Stephanny F.N., Alkin, Marvin C., Kasari, Connie L.
Format: Article
Language:English
Subjects:
Children
Children with disabilities
Cognitive ability
Down syndrome
Down's Syndrome
Downs Syndrome
Early Childhood Education
Early Intervention
Education
Educational Attainment
Elementary Secondary Education
Ethnicity
Families & family life
Inclusive Schools
Individualized Education Programs
Individualized Instruction
Los Angeles
Mothers
Parent Attitudes
Parents
Parents & parenting
Peers
Perceptions
Predictor Variables
Questionnaires
Satisfaction
School districts
Student Placement
Surveys
USA
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Summary:This study surveyed 291 parents of children with Down syndrome about their satisfaction with their child's current educational program, as well as their desire and reasons for considering change. Perceptions were compared across age, current educational placement, ethnicity, and mother's educational level. Parents of younger children, children currently enrolled in both early intervention and general education, and mothers with an education beyond a bachelor's degree were more satisfied with their children's current programs. Parents of children in general education were least likely to want a program change. Wanting change centered on seven themes: the approach of a school transition point, the desire for greater inclusion, placement in a neighborhood school, the need for additional services and support, influences of peers, parents' financial resources, and ongoing information acquisition/decision-making issues.
ISSN:0741-9325
1538-4756
DOI:10.1177/074193259902000304