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.

Autor/inn/en	Epps, Susan; Myers, Carl L.
Titel	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.
Quelle	In: Education and Training in Mental Retardation, 24 (1989) 2, S.157-67Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Community Involvement; Daily Living Skills; Elementary Secondary Education; Leisure Education; Parent Attitudes; Parent School Relationship; Self Care Skills; Severe Disabilities; Vocational Education + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Freizeitpädagogik; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Severe disability; Schwerbehinderung; Ausbildung; Berufsbildung
Abstract	Parents (N=202) of students with severe/profound disabilities were surveyed concerning their children's educational programing in four curricular domains: domestic, community, vocational, and leisure. Parent satisfaction with programing was high. They rated the domestic domain as most important, the vocational next, the community third, and leisure least important. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01