The researcher examined the relationships between tuberous sclerosis, a multi-system genetic disorder, and school functioning through the use of a parent questionnaire and behavior rating scale. Information was gathered on the typical school experiences of children with tuberous sclerosis, including educational placement and services, behavioral functioning, parent involvement, and parent satisfaction. The results indicated that the majority of students with tuberous sclerosis are in special education and receiving related services. Three-quarters received one or more related services through the public school, and 30% received private related services paid for by their parents. Parent involvement was positively correlated with parent satisfaction, and negatively correlated with t-scores on the Withdrawn/Depressed subscale of the CBCL. Parents of children receiving Autism services were generally less satisfied with their children's school experiences than other parents. Parent satisfaction was negatively correlated with the Attention Problems scale of the CBCL. Student age was negatively correlated with time in inclusion and with related services. This information forms the basis for a discussion of school psychologists' roles in the educational success of students with tuberous sclerosis and the critical areas towards which interventions should be directed.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-2335 |
| Date | 12 November 2003 |
| Creators | Carlisle, Kathleen Walker |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
Page generated in 0.0027 seconds