Parental perspectives on educational programmes for students with high support needs

European Journal of Special Needs Education

Volumn 17, Issue 2, 2002, Pages 175-184

  Foreman, Phil ^a   Arthur, Michael ^a  

^a UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

Educational programmes; High support needs; Parents; Severe and multiple disability

Indexed keywords

ALERTNESS; ARTICLE; CURRICULUM; DISABILITY; DISEASE SEVERITY; EDUCATION PROGRAM; HUMAN; INTERVIEW; OUTCOMES RESEARCH; PARENT; PRIORITY JOURNAL; SCHOOL; SOCIAL INTERACTION; SOCIALIZATION; SOCIOLOGY; SUPPORT GROUP;

EID: 0036064478     PISSN: 08856257     EISSN: None     Source Type: Journal    
DOI: 10.1080/08856250210129083     Document Type: Article

References (17)

1. Socio-communicative variables and behaviour states in students with the most severe and multiple disabilities: An observational study
2. Parental perspectives on communication processes involving students with high support needs: A pilot study
3. Educational programming for students with high support needs: A report of work in progress
4. Analyzing behavior state and learning environments: Application in instructional settings
5. Self-determination for individuals with the most severe disabilities: Moving beyond chimera
6. Making activities meaningful for students with severe multiple disabilities
7. Shifting the focus: Emerging priorities in communication programming for students with severe intellectual disability
8. Educational goals for students with a severe disability: Parental and professional perceptions of responsibility
9. Educational goals for students with a severe disability: Parental and professional preferences
10. Analysis of behavior state conditions and associated environmental variables among students with profound handicaps
11. The impact of typical peers on the perceived happiness of students with profound multiple disabilities
12. Practice and research in special education
13. Progress in educating students with the most severe disabilities: Is there any?
14. Students who experience the most profound disabilities: Teacher perspectives