PARENTS ’ PERSPECTIVES ON INCLUSION AND SCHOOLING OF STUDENTS WITH ANGELMAN SYNDROME: SUGGESTIONS FOR EDUCATORS

This study examined perspectives on inclusion and schooling of a sample of 68 parents of children with Angelman Syndrome (a severe and complex disability), and solicited their suggestions and recommendations for educators. Participants responded to a scale titled, Perceptions of Parents of Children with Angelman Syndrome toward School adapted from two instruments developed previously (Leyser & Kirk, 2004; Salend, 2001). Parents also responded to several open-ended questions. Findings revealed not only a strong support of the philosophical and legal principles of inclusion, but also major concerns such as a lack of knowledge and skills by teachers and possible rejection of the child. A sizable number of parents still supported the education of their child in segregated special education settings. Most parents were satisfied with the child’s schooling, but were concerned about the lack of services and difficulties of communication with the school and the district. Parents offered helpful insights about their children and families. A discussion of the study results and implications for pre-service and in-service training are provided