Date of Award
1995
Document Type
Open Access Thesis
Degree Name
Master of Arts in Education (MAE)
Department
Education
First Advisor
Marie McNeff
Second Advisor
Joseph Erickson
Third Advisor
Ruth Castle
Abstract
Parents of students with moderate and severe/profound impairment were asked to indicate preferences of how educational time should be allocated to the skill clusters of academic skills, functional skills, social/friendship skills, and other educational activities. This study is a replication of two studies conducred by Dr. Susan Hamre-Nietupski at the Universiry of Iowa in 1992 and 1993. The 1992 study was conducted with Dr. John Nietupski and Marlene Srrathe, and rhe 1993 study with the cooperation of the State Department of Iowa. The parents were asked to complete a survey consisting of three components. The components included demographic data, a value rating of specific skills, and a percentage rating of the four skill clusters: academic skills, functional skills, social/friendship skills, and other educational activities. The Likert scale results found the parents of moderately impaired students skills chose skills from most to least in the following order: functional skills, academic skills, and social/friendship skills. The parents of severe/profound impaired students chose skills from most to least in the following order: social/friendship, functional skills, and academic skills. Likert scale results were different from the Hamre-Nietupski study for students with moderate impairments and the same for students with severe/profound impairments. The preference of time allocated by percentage ratings yielded a different order than the Likert results. The parents of moderately impaired students placed the skill clusrers from most to least in the following order: academic skills, functional skills, social/friendship skills, and other educational activities. The parents of severe/profound impaired students placed the skill clusters from most to least in the following order: functional skills, social/friendship skills, other educational activities, and academic skills. The percentage data results were also different from the Hamre-Nietupski study.
Identifier
SC 11.MAE.1995.Cranston.LDF
Recommended Citation
Cranston, Lois Denise Fischer, "Parent Preference of Time Allocations for Academic Skills, Functional Skills, and Social/Friendship Development for Students who are Moderately or Severely Impaired" (1995). Theses and Graduate Projects. 1330.
https://idun.augsburg.edu/etd/1330