Hearing Parents of Children with Hearing Loss: Perceptions of the IEP Process

Autor/in	Stegman, Robin Fern
Titel	Hearing Parents of Children with Hearing Loss: Perceptions of the IEP Process
Quelle	(2016), (207 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-2770-7
Schlagwörter	Hochschulschrift; Dissertation; Hearing Impairments; Individualized Education Programs; Parent Role; Parent Participation; Phenomenology; Children; Interviews; Coding; Parent Attitudes; Knowledge Level; Teacher Role; Advocacy; Parent Teacher Cooperation; Anxiety; Special Education Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hearing impairment; Hörbehinderung; Individualized education program; Individualisierendes Lernen; Parental role; Elternrolle; Elternmitwirkung; Phenomenological psychology; Phänomenologie; Psychologie; Child; Kind; Kinder; Interviewing; Interviewtechnik; Codierung; Programmierung; Elternverhalten; Wissensbasis; Lehrerrolle; Sozialanwaltschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Angst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Under federal guidelines, parents of school-aged children with hearing loss are required to attend an individualized education program (IEP) meeting on behalf of their child. However, it remains unclear how prepared hearing parents are to oversee development of IEPs that guarantee their children the best educational outcomes, as well as how much support parents receive from teachers during the law-driven IEP process. This phenomenological study investigated the nature and extent of the support parents received during IEP development. The study was informed by Bronfenbrenner's ecological systems theory. Participants, located in a Northeastern state, were 10 hearing parents of children who had been diagnosed with hearing loss at birth and were between ages 5 and 12. Data were in-depth interviews that were analyzed, coded, and organized into themes using an inductive approach to analysis informed by Hatch. Results indicated that parents believed they needed more guidance on what to expect during the first IEP meeting, that advocating for appropriate accommodations for their child was important, and that education professionals communicate in a more compassionate and less business-like manner when speaking with parents. Parents also indicated increased anxiety due to their perceptions that education professionals have inadequate knowledge about issues relating to hearing loss and hearing amplification technology. Based on these results, special education professionals and policy makers can focus on increased understanding of hearing loss and amplification use in order to help children with hearing loss achieve more positive educational outcomes effecting positive social change. [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