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Services to Children with Intellectual Disability in New South Wales Government Schools: Parental Perceptions

Published online by Cambridge University Press:  26 February 2016

Philip J Foreman
Philip J Foreman*
Affiliation:
Special Education Centre, University of Newcastle
*
Correspondence concerning this article should be addressed to: Assoc. Prof. P J Foreman, Director, Special Education Centre, University of Newcastle, Callaglian, NSW, 2308, Australia
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Abstract

Parents of 1003 children with moderate or severe intellectual disability attending state schools in New South Wales responded to a survey about provision of services from the time of suspicion or identification of their child’s disability. The survey sought to obtain information about the types of services the parents were offered, the services they used and were still using, and the extent to which they found the services beneficial. Another aim was to see if there were differences between responses of parents of older and younger children which might suggest changes over time or for children of different ages. Parents of younger children were more likely to have received helpful information and to have been referred to support services. Some children were found to be receiving up to eight separate services, while others were receiving nil. Special schools were rated as very useful by the highest number of parents, with parents of younger children showing a slight preference for an integrated placement. Work-related training or activity was mentioned by more than half of the parents as being required in their child’s future.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 16 , Issue 2 , 1992 , pp. 3 - 12
Copyright
Copyright © The Australian Association of Special Education 1992

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