Parental Expectations for Handicapped and Non-Handicapped Children

Abstract

The attitudes of parents of handicapped and nonhandicapped children toward daily family interaction were assessed by the Parent As a Teacher Inventory. One-way analysis of variance was used to determine significant differences between the parent samples. Step-wise discriminant analysis identified the subset items in Creativity, Frustration, Control, Play and Teaching-Learning which discriminated between groups. Comparative profiles of item mean responses indicated childrearing attitude similarities and differences. Results suggest the need for education programs to assist parents in revising certain of their childrearing expectations.