Parent and Student Perceptions of Special Education Interventions and Outcomes

Autor/in	Katz-Plotkin, Andrea
Titel	Parent and Student Perceptions of Special Education Interventions and Outcomes
Quelle	(2009), (299 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University, San Diego
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1272-1
Schlagwörter	Hochschulschrift; Dissertation; Learning Problems; Parents; Grade 1; Special Education; Disabilities; Disability Identification; Parent Attitudes; Student Attitudes; Early Intervention; Educational Finance; School Districts; Academic Achievement; Qualitative Research; Interviews; Individualized Education Programs; Achievement Gains; Postsecondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernproblem; Eltern; School year 01; 1. Schuljahr; Schuljahr 01; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Elternverhalten; Schülerverhalten; Bildungsfonds; School district; Schulbezirk; Schulleistung; Qualitative Forschung; Interviewing; Interviewtechnik; Individualized education program; Individualisierendes Lernen; Achievement gain; Leistungssteigerung; Post-secondary education; Tertiäre Bildung
Abstract	The problem. Bradley, Danielson, & Hallahan (2002) suggested that research was needed to specify the impact of early identification and intervention on district costs, number of special education referrals, and the degree of intensity required to be effective. Horowitz (2007) stated that additional research was necessary in the study of students with disabilities that focused specifically on the perceptions of parents whose children had difficulties in acquiring the desired skills for school success. This study was designed to address the need for research in early special education interventions and both student and parent perceptions. Method. A qualitative study of ten parent-student units was conducted through audio taped individual interviews consisting of 12 questions for the parent participants and 11 questions for the students. Postulates were formed to predict the answers to each question, based on the literature review. Responses were transcribed, compared to their corresponding postulates, and analyzed for expected and unexpected results. The data included summaries of parent themes and student themes. Results. Nine of ten parents reported that they suspected their child was at risk of learning problems before the start of first grade. AU ten parents reported that their child made academic gains between the initial and most recent IEP meeting. A majority of parents considered their child's more recent interventions more effective than earlier ones due to changes in teachers, placements, or outside support providers. In addition, all ten parents had the same advice for others: take action as early as possible, persist through challenges, and never give up. Six of the ten students confirmed the postulate that leaving their classroom for special learning groups was a negative experience. Five students advised younger students to keep trying and ask for help. Seven students spoke about a future that involved post high school training. Finally, eight students were able to talk about a friend or several friends at school. No direct statement was made that confirmed a personal experience of negative social treatment. [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	2017/4/10