Getting to the Bottom of Due Process: Examining Parent/Caregiver Experiences in a Flawed Special Education System

Autor/in	Cisneros, Casey
Titel	Getting to the Bottom of Due Process: Examining Parent/Caregiver Experiences in a Flawed Special Education System
Quelle	(2022), (640 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3035-6
Schlagwörter	Hochschulschrift; Dissertation; Civil Rights; Special Education; Rural Areas; Geographic Regions; Geographic Isolation; Individualized Education Programs; Decision Making; Educational Quality; Educational Resources; Barriers; Special Needs Students; School Districts; Family School Relationship; Accountability; Educational Change; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bürgerrechte; Grundrechte; Zivilrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Rural area; Ländlicher Raum; Individualized education program; Individualisierendes Lernen; Decision-making; Entscheidungsfindung; Quality of education; Bildungsqualität; Bildungsmittel; Sonderpädagogischer Förderbedarf; School district; Schulbezirk; Verantwortung; Bildungsreform; Kalifornien
Abstract	This critical narrative study examined the disconnect between special education law and practice in the rural Desert/Mountain region of Southern California. The Desert/Mountain region encompasses over 18,000 square miles, creating a geographic isolation that impacts special education service delivery and implementation of Individualized Education Plans (IEPs). A review of public Office of Administrative Hearing (OAH) decisions for families in the Desert/Mountain region as well as interviews with six Parents, Caregivers, or Guardians (PCGs) revealed that children in this area have experienced diminished quality of education due to the lack of available resources and qualified staff to provide special education. Unfortunately, some families also experienced abuse and discrimination due to ableist infrastructure which has been created in an education system that was not designed to include students with special needs in the first place. The findings of the hearing decisions, geographical analysis, and interviews reveal the necessity for school districts to evaluate their practices so as to reduce implicit bias and increase equity for the families they serve. There is a need for family-school partnerships to be fostered and educators to engage in self-reflective practices so they can acknowledge the detrimental impact of unchecked bias. Educators also need to be provided with the appropriate training and oversight needed to ensure that practices are improved and sustained over time. Without accountability, necessary change is not likely to happen, and ableism is likely to continue. [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	2024/1/01