Conversations with Former Students with Intellectual Disability and Their Families about Their Experiences in High School

Autor/in	Duff, Frances Robinson
Titel	Conversations with Former Students with Intellectual Disability and Their Families about Their Experiences in High School
Quelle	(2013), (184 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of New Mexico
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-5977-7
Schlagwörter	Hochschulschrift; Dissertation; Educational Experience; Mental Retardation; Mothers; Parent Attitudes; Disabilities; Qualitative Research; Portraiture; High School Students; Disadvantaged; Special Education; Siblings; Elective Courses; Sons; Educational Quality; Correlation; Teacher Effectiveness; Individualized Education Programs; Generalization; Sample Size; Student Attitudes; Interviews; Phenomenology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungserfahrung; Geistige Behinderung; Mother; Mutter; Elternverhalten; Handicap; Behinderung; Qualitative Forschung; Abbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Sibling; Geschwister; Elective course; Wahlkurs; Son; Sohn; Quality of education; Bildungsqualität; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Individualized education program; Individualisierendes Lernen; Schülerverhalten; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Collaboration among parents, educators, and students expands the knowledge base and promotes mutual respect among decision-makers involved in planning students' education. The relationship can help students achieve their goals. This study sought to examine the experiences among students with intellectual disability and their families in high school. I chose to use qualitative methods of portraiture and interpretative phenomenological analysis (IPA). Students, like those in this study, with low incidence disabilities are often disenfranchised because of their low proportion of the general population of high school students. The results of this study, reported in portraits, gave voice to members of this disenfranchised group. I interviewed three former students, their mothers, and one adult sister. I recorded, transcribed, and analyzed the interviews. I reported the results as portraits to capture the voices and document the lived experiences of this marginalized group. There were a few notable common threads among the participants. The former students were all assigned to small group, special education classes and included only in a few general education electives. Despite negative experiences, each former student said that he liked school. The former students' mothers reported that the quality of education that their sons received was dependent on the quality of individual teachers. The mothers expressed that the IEP meetings were not helpful to them or their sons, but were carried out to serve the needs of the system. A third commonality among the mothers was that they did not receive appropriate transition services from the school district. Generalization of the study is limited by the small sample size and the unique nature of each portrait. However, a clear picture emerges of the experiences of these individuals during their high school years. [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