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Educational provision, parental expectation and physical disability.

F J O'Hagan, E J Sandys, W I Swanson

    Child: Care, Health and Development
    |January 1, 1984
    PubMed
    Summary

    Parents of physically disabled pupils reported satisfaction with teachers but disappointment with external support services. This highlights a need for improved quality of care from outside agencies for children with disabilities in mainstream schools.

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    Area of Science:

    • Special Education
    • Pediatrics
    • Rehabilitation Medicine

    Background:

    • Physically disabled pupils attend mainstream primary schools.
    • External support services and educational provisions are crucial for these students.
    • Parental perspectives are vital for evaluating service quality.

    Purpose of the Study:

    • To characterize 24 physically disabled pupils in ordinary primary schools.
    • To investigate parental views on external support services and educational provision.
    • To assess parental satisfaction with school-based versus external professional support.

    Main Methods:

    • Descriptive study of pupil characteristics.
    • Qualitative data collection through parental interviews or surveys.

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  • Analysis of parental satisfaction with different service providers.

    • Main Results:

    • Pupils received significant professional attention.
    • Parents expressed dissatisfaction with external agencies' service quality.
    • Parents reported high satisfaction with teachers' responsiveness to their children's needs.

    Conclusions:

    • While teachers effectively support physically disabled pupils, external professional agencies require improvement.
    • There is a gap between the expected and actual quality of external support services for disabled children.
    • Enhancing the quality of external support services is essential for comprehensive care.