Haitian Parents' Experiences with the IEP Process and Their Involvement in the Special Education Program

Autor/in	Mahotiere, Margarette
Titel	Haitian Parents' Experiences with the IEP Process and Their Involvement in the Special Education Program
Quelle	(2013), (171 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Miami
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-8214-8
Schlagwörter	Hochschulschrift; Dissertation; Parent Participation; Barriers; Haitians; Special Education; Individualized Education Programs; Qualitative Research; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Parent Attitudes; Teacher Attitudes; Negative Attitudes; Cultural Background; Parent School Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Qualitative Forschung; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Elternverhalten; Lehrerverhalten; Negative Fixierung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	Current literature and recent legislation advocate parental involvement in education as "best subsequent reauthorizations practice." The Individuals with Disabilities Education Act (IDEA) Amendment of 1997 and its promote parental participation in the special education process by requiring schools to consider parents as equal partners in the development of the Individualized Education Plan (IEP) for students with disabilities. However, parents have reported the process as stressful and confusing. Prior research revealed barriers that marginalize culturally and linguistically diverse (CLD) parents to passive roles in the process. Using qualitative methods, this study focused on Haitian parents' participation in both the IEP process and in their children's education in general. School personnel's perceptions of Haitian parents' participation in the educational process were also investigated. Rogoff's theory of the cultural nature of human development was used to frame the study and analyze the potential dissonance between parents' and school personnel's perceptions of parental participation. The findings revealed that Haitian parents' cultural background and their decreased trust in the educational system following their children's disability designation limited their participation in educational matters. Additional findings suggested that the limited parental participation in the IEP process contributed to school personnel's negative perceptions of Haitian parents. Beyond school personnel's negative perceptions, the data also revealed that Haitian parents were participating in their children's education in ways that were not obvious to school personnel. Service providers need to consider Haitian parents' social and cultural backgrounds in order to provide services that have potentials to lead to true partnerships as intended by IDEA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01