Literaturnachweis - Detailanzeige
| Autor/in | Esparza, Toni |
|---|---|
| Titel | A Phenomenological Study of Foster Parent Lived Experiences Navigating the Special Education System |
| Quelle | (2022), (140 Seiten)
PDF als Volltext Ed.D. Dissertation, Trident University International |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3684-4741-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Phenomenology; Foster Care; Experience; Special Education; Training; Parent Education |
| Abstract | Children in foster care are disproportionately represented in the special education system. Despite this, foster parents are largely unfamiliar with special education processes and rights and there is no uniform requirement or provision of training for them on this topic. There is a gap in the research gathering the input of foster parents on the usefulness and types of training that would increase engagement with the special education system. This phenomenological study explored the lived experiences of foster parents engaging with the special education system and assessed if additional foster parent training would be recommended. The study was guided by the theoretical framework of relational development systems theory. Current or past foster parents were recruited via closed social media groups. There was not an existing survey instrument relative to the research topic. A 20-question survey instrument was developed and administered. Study participants completed the anonymous survey detailing their lived experiences. Data explicitation was undertaken to gain meaning from the individual lived experiences and any potential shared lived experiences of study participants. Bracketing was employed throughout data explicitation to ensure that the voice of participants and their lived experience was being accurately reflected. All 15 study participants, representing experience with 183 children in foster care, reported that the children in their care experienced challenges in school that the foster parents felt ill-equipped to address. Approximately 93% of participants, representing experience with 175 children in foster care, described challenges navigating the special education system on behalf of a child in the foster care system. Each of these participants also identified negative impacts to the children in their care because the child's needs were not adequately addressed by the special education system. Approximately 87% of participants, representing experience with 174 children in foster care, indicated that training for foster parents would help address these challenges. A theme unrelated to the research questions emerged: systemic challenges within the foster care and special education system that are negatively impacting the education of children in foster care. Eighty percent of participants, representing experience with 144 children in foster care, reported challenges with the foster care system that impeded their child's education. Approximately 93% of participants, representing experience with 175 children in foster care, described a special education system that at the very least was challenging to access and in some circumstances seemed adversarial. This research will be relevant to current and future foster parents, as well as foster care professionals that make determinations about trainings for foster parents. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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