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Demands of Parents on Lifelong Education for Students with Developmental Disabilities in Special Educational School

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(3), pp.407-427
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Jongnam Baek 1

1청주성신학교

Accredited

ABSTRACT

This study was designed for finding out demands of parents on lifelong education for students with developmental disabilities. The participants of this study were 260 parents of students with developmental disabilities selected in 6 special schools in C and D districts by a purposeful sampling. Results of this study were as followings: (1) Parent’s demand level on lifelong education of students with autism and cerebral palsy is more higher in comparison with intellectual disability, and students with severe disability is more higher in comparison with mild. (2) All parents of students with developmental disabilities consider reason of need on lifelong education as social participation, however, parents of students with severe disability consider it as leisure and habit. (3) Parents of students with intellectual disability demand various types of program, whereas parents of students with cerebral palsy and autism mostly need daily life practices. Parents of students with mild disability demand employment and vocational education, whereas parents of students with severe disability demand daily life skills. (4) Parents of elementary school students prefer to special school and community educational institutes as a places of a lifelong education, whereas parents of students in over middle school prefer to vocation educational institutes. (5) Parents of students with cerebral palsy more emphasis on public responsibility than personal responsibility in comparison with parents of students with intellectual disability or autism. This study may be useful to administrators and providers of lifelong education services for understanding demands of the parents of students with developmental disabilities. Lastly the implication, limitation and suggestion for following research were presented.

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