The Library
Parental views on special educational needs provision : cross-syndrome comparisons in Williams Syndrome, Down Syndrome, and Autism Spectrum Disorders
Tools
Tools
Tools
Van Herwegen, Jo, Ashworth, Maria and Palikara, Olympia (2018) Parental views on special educational needs provision : cross-syndrome comparisons in Williams Syndrome, Down Syndrome, and Autism Spectrum Disorders. Research in Developmental Disabilities, 80 . pp. 102-111. doi:10.1016/j.ridd.2018.06.014 ISSN 0891-4222.
Research output not available from this repository.
Request-a-Copy directly from author or use local Library Get it For Me service.
Official URL: http://dx.doi.org/10.1016/j.ridd.2018.06.014
Abstract
Background
The current study examined parents’ views about their child’s educational provision for children with Williams syndrome (WS), Down syndrome (DS), and Autism Spectrum Disorders (ASD).
Aims
This cross-syndrome comparison explored the specific and general difficulties that parents of children with neurodevelopmental disorders experience about their child’s educational provision.
Methods and procedures
Parents of children aged 4–18;11 years old, including 99 with WS, 88 with DS, and 82 with ASD completed a survey.
Outcomes and results
Children with DS were more likely to access mainstream settings and 1-to-1 support compared to those with WS and ASD. Parental satisfaction was lowest for those with ASD but all parents mentioned concerns about professionals’ knowledge of how to support children with special educational needs and disabilities (SEND). There were also group differences for access to specialist support but overall access to occupational therapy and mental health was low.
Conclusions and implications
In contrast to previous studies, educational provision and satisfaction with educational provision are syndrome-specific. These results also highlight the need for training and raising awareness about the specific needs of children with neurodevelopmental disorders. In addition, our findings suggest improved communication between parents and the school is required about the type of support children with SEND are receiving.
| Item Type: | Journal Article | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||||
| Journal or Publication Title: | Research in Developmental Disabilities | ||||||||
| Publisher: | Elsevier | ||||||||
| ISSN: | 0891-4222 | ||||||||
| Official Date: | September 2018 | ||||||||
| Dates: |
|
||||||||
| Volume: | 80 | ||||||||
| Page Range: | pp. 102-111 | ||||||||
| DOI: | 10.1016/j.ridd.2018.06.014 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||||
| Related URLs: |
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |
