You Asked, but Will Not Listen: (Re)framing a Phenomenological Study about (Dis)connections between Special Education Early Intervention and Foster Care [Konferenzbericht] Paper presented at the Annual Qualitative Analysis Conference (28th, Brantford, ON, May 12-14, 2011).

Autor/inn/en	Palladino, John M.; Giesler, Mark A.
Titel	You Asked, but Will Not Listen: (Re)framing a Phenomenological Study about (Dis)connections between Special Education Early Intervention and Foster Care [Konferenzbericht] Paper presented at the Annual Qualitative Analysis Conference (28th, Brantford, ON, May 12-14, 2011).
Quelle	(2011), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Special Education; Foster Care; Phenomenology; Toddlers; Infants; Federal Legislation; Individualized Family Service Plans; Child Welfare + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Pflegehilfe; Phenomenological psychology; Phänomenologie; Psychologie; Infant; Infants; Toddler; Kleinkind; Toddlers; Bundesrecht; Kindeswohl
Abstract	Within the United States a significant population of foster care infants and toddlers access early special education services under the parameters of the "Individuals with Disabilities Education Act" (IDEA)-Part C (United States Congress 2004). A dearth of literature exists about special education interventionists' services for this particular population of infants and toddlers. Without their contributed insights, policy makers, practitioners, and the academy may lack full awareness of how best to serve foster care recipients of early special education intervention. In response, a State-funded phenomenological study ensued with 50 special education interventionists who described their provision of services within foster care situations. Although the intent of the project was to report back to the funders how best to enhance the services, an unexpected deviation from the original research plan had to occur when the funders rejected one of the essential findings and requested its deletion from the final grant report. This article traces the study's progression towards the inevitable outcome and how the researchers negotiated appeasing the funders while maintaining ethical practices of phenomenological research, all within the parameters of external grant/government-funded scholarship. (Contains 9 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10