Asking Students about the Importance of Safety Skills Instruction: A Preliminary Analysis of What They Think Is Important

Autor/inn/en	Agran, Martin; Krupp, Michael; Spooner, Fred; Zakas, Tracie-Lynn
Titel	Asking Students about the Importance of Safety Skills Instruction: A Preliminary Analysis of What They Think Is Important
Quelle	In: Research and Practice for Persons with Severe Disabilities, 37 (2012) 1, S.45-52 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Accidents; Investigations; Disabilities; Safety; Safety Education; Educational Needs; Skill Analysis; Skill Development; Mental Retardation; Accessibility (for Disabled); Severity (of Disability); Preferences; Interest Inventories; Student Attitudes; Individualized Education Programs; Middle School Students; High School Graduates; High School Students; Student Surveys; Likert Scales + Suchen Sie Ihr Suchwort? Untersuchung; Handicap; Behinderung; Sicherheit; Sicherheitserziehung; Educational need; Bildungsbedarf; Kompetenzentwicklung; Qualifikationsentwicklung; Geistige Behinderung; Accessibility; Zugänglichkeit; Schweregrad; Interest profile; Interessenprofil; Schülerverhalten; Individualized education program; Individualisierendes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Studentin; Schülerbefragung; Likert-Skala
Abstract	Although the importance of safety skills instruction is well acknowledged and available data suggest individuals with varying disabilities sustain injuries from accidents at a rate that is comparable to or may exceed the normative population, many students do not receive systematic safety skills instruction. Findings on the extent to which students are provided such instruction have been based largely on teacher input and parent input, with little or no input provided by students. The purposes of this investigation were to ask students with intellectual and other disabilities across two states about the safety skills they learned in school and to assign value to each safety skills' content area. In addition, this investigation sought to identify differences in safety beliefs between students with mild disabilities and students with moderate to severe disabilities. Results indicated that both groups valued safety skills instruction, but students with moderate to severe disabilities assigned a higher level of importance to safety than their peers with mild disabilities. Implications for future research are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10