Parental perspectives on curriculum priorities for their young children with disabilities

Early Child Development and Care

Volumn 144, Issue 1, 1998, Pages 91-99

  Lim, Levan ^a   Girl, Tan Al ^a   Quah, Marilyn M ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

Atypical young children; Curricular perspectives; Disabilities; Parents

Indexed keywords

EID: 0347454357     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/0300443981440110     Document Type: Article

References (6)

1. Hamre-Nietupski, S. (1993). How much time should be spent on skill instruction and friendship development? Preferences of parents of students with moderate and severe/profound disabilities. Education and Training in Mental Retardation, 28, 220-231.
2. Hamre-Nietupski, S., Nietupski, J. and Strathe, M. (1992). Functional life skills, academic skills, and friendship/social relationship development: What do parents of students with moderate/severe profound disabilities value? Journal of the Association for Persons with Severe Handicaps, 17, 53-58.
3. Malpass, R.S. and Poortinga, Y.H. (1986). Strategies for design and analysis. In W.J. Lonner and J.W. Berry (Eds.), Field methods in cross-cultural research (pp. 47-83). CA: Sage Publications.
4. Nietupski, J. and Hamre-Nietupski, S. (1987). An ecological approach to curriculum development. In L. Goetz, D. Guess, and K. Stremel-Campbell (Eds.), Innovative program design for students with dual sensory impairments (pp. 225-253). Baltimore: Paul H. Brookes.
5. Quah, M.L.M. (1990). Special education in Singapore. International Journal of Disability, Development and Education, 37, 137-148.
6. Quah, M.L.M. (1997). Family-centred early intervention in Singapore. International Journal of Disability, Development and Education, 44, 53-65.