Educational Priorities for Individuals with Angelman Syndrome: A Study of Parents' Perspectives

Maartje Radstaake*, Robert Didden, Nienke Peters-Scheffer, Jeff Sigafoos, Hubert Korzilius, Leopold M. G. Curfs

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a range of adaptive and maladaptive domains. A factor analysis was used to determine if parents prioritized the training of skills in which their child showed a major, moderate or minor deficit. Results suggest that skills related to communication, recreation, self-care, motor and academic domains are high priorities. Further, parents of children under the age of 18 indicated that communication skills were a high priority, whereas parents of adults also prioritized daytime activity skills (e.g., swimming and cycling). Training for communication, recreational and ingestion skills was prioritized when children showed emerging skills; training for motor skills was prioritized when children were highly dependent; and training for self-care skills was prioritized when children were more independent in the self-care domain. In terms of behavioral problems, sleep and eating problems were prioritized.
Original languageEnglish
Pages (from-to)299-316
JournalJournal of Developmental and Physical Disabilities
Issue number3
Publication statusPublished - Jun 2014


  • Angelman syndrome
  • Educational priorities
  • Behavioral phenotype
  • Individual education plan
  • Adaptive behavior
  • Behavioral problems

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