A Preliminary Investigation of Parents' Opinions about Safety Skills Instruction: An Apparent Discrepancy between Importance and Expectation

Autor/inn/en	Agran, Martin; Krupp, Michael
Titel	A Preliminary Investigation of Parents' Opinions about Safety Skills Instruction: An Apparent Discrepancy between Importance and Expectation
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 2, S.303-311 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Child Safety; Safety Education; Skill Development; Children; Parent Attitudes; Individualized Education Programs; Correlation; Classroom Environment; Victims of Crime; Disabilities; Injuries; Age Differences; Special Needs Students; Individual Characteristics; Crime Prevention; Drug Abuse; Health Promotion; Mainstreaming; Self Contained Classrooms + Suchen Sie Ihr Suchwort? Sicherheitserziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Child; Kind; Kinder; Elternverhalten; Individualized education program; Individualisierendes Lernen; Korrelation; Klassenklima; Unterrichtsklima; Victim; Victims; Crime; Opfer; Verbrechen; Handicap; Behinderung; Age; Difference; Age difference; Altersunterschied; Sonderpädagogischer Förderbedarf; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	The available data suggest that both students and adults with disabilities sustain injuries and are victims of crimes at high levels. Despite these alarming data, several researchers have suggested that safety skills instruction has largely been ignored as a curricular domain. Further, although parents can serve a critical function in educational and transition planning, there is virtually no research that has examined parent perceptions regarding the importance of safety skills instruction in educational programs. The present survey obtained opinions of a sample of parents on selected issues relating to safety skills instruction. The findings suggested that the majority of respondents thought that safety skills were critically important and should be taught both at home and in school. Nevertheless, the respondents reported that few safety skills were included in their child's IEP; they had not discussed safety skills as potential educational programs with their children; and few discussed safety with their children's teacher. A Pearson Chi Square analysis revealed a negative relationship between classroom settings and discussion of safety skills by teachers. Implications of these findings to promote safety competence are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10