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Parents Perceptions Of Special Education Services Provided To Their Secondary Students With Mild Disabilities
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Book Synopsis Parents' Perceptions of Special Education Services Provided to Their Secondary Students with Mild Disabilities by : Luisa M. Ballester-Concepcion
Download or read book Parents' Perceptions of Special Education Services Provided to Their Secondary Students with Mild Disabilities written by Luisa M. Ballester-Concepcion and published by . This book was released on 2007 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated parents' perceptions of the special education services at the secondary school level provided to children with mild disabilities. Also, it investigated parents' expectations of their children's educational outcome.This study used qualitative data collection and analyses methods where the researcher conducted open-ended interviews with nine parents of children with mild disabilities at the secondary school level. Data obtained from all nine interviews were inductively analyzed following the constant comparative method suggested by Strauss & Corbin (1967). Responses were grouped with related questions into core themes that emerged from coding categories generated by the participants themselves. Findings revealed that parents supported inclusive practices at the secondary school level and did not want their children to participate in traditional restrictive settings. Parents' satisfaction with their children's current special education placement was due to factors other than academic achievement. These factors include: individual attention, personal and professional teaching styles, increased self-esteem, and accommodations. It was evident that parents valued collaborative efforts among practitioners and parents in an attempt to understand their child's disability. Also, parents felt that teachers (special education and regular classroom teachers) should be highly qualified in order to meet their children's individual needs. Content analyses of parents' comments suggest that they wanted their children to graduate from secondary school, expressed strong interest in school programs that provided access to the general curriculum, as well as helped their children to acquire functional life skills for post-secondary education, and supported transitional planning.
Book Synopsis Equity in Quality of Special Education Programming by : Eileen Harmon Council
Download or read book Equity in Quality of Special Education Programming written by Eileen Harmon Council and published by . This book was released on 2009 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: With over 6 million children receiving some form of special education in the United States, and federal legislation mandating that all disabled students be provided with a free and appropriate education (FAPE) in the least restrictive environment (LRE), school districts are facing the daunting task of providing individualized services for a growing percentage of special education students. Unfortunately, it is well established in the research literature that special needs students who "belong" to racial and ethnic minority groups and/or are from low Socioeconomic Status classes have traditionally been over-represented in special education. Disturbingly, not only are minorities over-represented in special education classification, they are also under-funded. While research contends that the actual level and quality of service received by members of the above groups tend to be sub-standard to those of their white and/or higher income counterparts, parent perceptions regarding this may or may not align with this fact. This leaves the potential for a gap to exist between what objective measurements and observations uncover and what the parent holds to be true. This also raises the question of ethics in equity of information access for those with limited cultural or social capital. This qualitative study examines the perceptions parents from various demographic groups have regarding the special education services their children receive. Interviews with parents of special needs children who are from the Philadelphia and surrounding areas serve as the primary data source. Additionally, information gathered while assuming the role of observer participant in a local support group serve as a support source of data for my study. A variety of sources were used to gather data on parent perceptions for this study. The parents of twelve special needs children were interviewed for this study. Each parent was asked a series of questions regarding their experiences with their child(ren)'s special education including, but not limited to, identification of the disability; ease/difficulty of obtaining services; design of education program offering; initiation of services; IEP implementation; and goal attainment. Several characteristics of the participants were focused on to identify commonalities among participants that determine likenesses in perceptions of various aspects of interest relating to special education services. Participation/observation in a support group for parents of special needs children, in addition to the literature distributed at that session also served as data sources for this study and that led to the study findings. Survey quantitative data, and information from limited IEP review, were also contributors to the pool of data that ultimately led to the study findings and recommendations. The conduction of a focus group was planned and attempted on more than one occasion during the study period, however, the recruitment of an acceptable number of willing participants proved to be an insurmountable challenge. One major area of interest in the study included determining if the participants believed there were differences in the special education services received by different students and if so, why. Interestingly, all of the respondents answered yes and identified eleven "major contributors" to the differences. The four considered most significant by a majority of the participants include Parental Persistence, Time Availability of the parents, the Connectedness/Access to Information maintained by the parents, and belonging to a high SES. After studying the content of all of the interviews, noticeable likenesses in the characterizations of the mindset of the participants regarding special education emerged. This commonality was so strong that it led me to give this phenomenon or theoretical concept a name - Framing Mindset. Each participant, as a result of her experiences over an extended period of time with the "universe of special education" develops a certain "casting point" where the parent's attitude becomes "set" and future decisions regarding special education programming for that child follow similar thought patterns. Thus, the parent has adopted one of three "mindsets" that serve as the "framework" from which all of their educational choices are built. Finally the study looked at the question: "How does a special needs parent's current stage of grief (Denial, Anger, Bargaining, Depression, and Acceptance) relating to having a son or daughter with a long term, often lifelong disability, influence the perception of the variables (quality, appropriateness, timeliness, comprehensiveness) comprising his or her child's educational programming?" According to the responses given by the study participants, the majority of the respondents had a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services; a small number of respondents did not have a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services; and for less than one quarter of the respondents it was not possible to determine if there was a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services. The results of this study have implications for advocacy/parent education, professional support group/facilitator training, and education policy. First, the results of this study, tell us that a large majority of the participants believe that access to information is key to determining the composition of the special education program received by their child. Knowing this, the role of the advocate can become much more critical to both newly diagnosed parents and parents who are not well connected. Second, the literature, interview participants, and support group participants affirm that seeking out and attending support groups is often one of the first things the parent of a newly diagnosed disabled child does to both obtain information and relieve stress. Unfortunately, the participants also indicated their frustrations with the formats and content of the groups - enough so that most did not return. Therefore, it is recommended to be the most helpful to parents of special needs children through the support group venue, training for the potential facilitator and a quick survey to potential attendees to assess their interest, preferred format, and needs should occur first. Finally, the implications of information from the study for education policy relate to the both the implementation of special education law and the oversight of the implementation of special education law. All of the interviewees asserted that there are differences in special education services among special needs. As a result of this remarkable finding, I recommend that changes to education policy include a provision for local oversight or "watchdogging" of the process of special education service provision; tougher sanctions be developed for districts and private schools who fail to provide appropriate services to a disabled child or are found guilty of providing inequitable services; and that parent surveys about their home district be distributed annually with the district and private school's scorecard partially based on the survey scores.
Book Synopsis Student and Parent Perceptions of Special Education Services in a High School Departmentalized Program by : Mitchell J. Tate
Download or read book Student and Parent Perceptions of Special Education Services in a High School Departmentalized Program written by Mitchell J. Tate and published by . This book was released on 2004 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Facilitating Effective Communication in School-Based Meetings by : Jason R. Parkin
Download or read book Facilitating Effective Communication in School-Based Meetings written by Jason R. Parkin and published by Routledge. This book was released on 2021-09-05 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers guidance for school-based professionals participating in the special education process. It provides a foundation for effective oral communication and meeting facilitation in team meetings while highlighting methods to enhance collaboration between educators and families. School psychologists across the United States share how they structure meetings, provide examples for how to communicate educational and psychological concepts, and describe personas they present to support the meeting process. Chapters present a sequential facilitation process for school psychologist-led meetings and apply that process to problem-solving, suspicion of disability, eligibility/feedback, IEP, and manifestation determination meetings. Within each chapter, featured practitioners describe ways to address common challenges that arise. Aimed at graduate students and professionals, this text is a unique, example-based resource to enhance readers’ ability to facilitate and participate in the special education process.
Book Synopsis Where Do They Fit In? The Perceptions of High School Students, Parents, and Teachers Regarding Appropriate Educational Placements for Children with High Incidence Disabilities by :
Download or read book Where Do They Fit In? The Perceptions of High School Students, Parents, and Teachers Regarding Appropriate Educational Placements for Children with High Incidence Disabilities written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The passage of the Individuals with Disabilities in Education Act (IDEA) calls for the education of children with special needs in the Least Restrictive Environment (LRE). Interpretation of what constitutes the Least Restrictive Environment has led to debate about how best to include children with disabilities into regular education environments. The process of inclusion has created an environment in which educators have conflicting feelings about the various types of special education placements. At one extreme are those who advocate all students belong in the general classroom all the time. At the other end of the continuum are those that contend only those students who meet certain standards should be educated in the general curriculum. The purpose of this study was to examine the perceptions of high school students, parents, and teachers regarding programs and various placements established for children with high incidence disabilities in both public and private school venues. In this phenomenological study, the guided interview approach was used to examine the perceptions of disabled students, their parents, and their teachers regarding special education placements that included receiving special education services less than 21% of the school day, receiving services 21% to 60% of the school day, receiving services more than 60% of the school day, or receiving services in a separate, private school setting. The findings of this study found that students, parents, and teachers were supportive of the specific learning environment they were most closely related to. Although students had little specific knowledge of their disabilities and services, they were content with the current services they were receiving. Parents had more knowledge of their childs disability and were more vocal about supporting the specific program their child was involved with. Teachers were naturally very supportive of the environment they taught in. These findings support that there is a p.
Book Synopsis Parents of Students with Disabilities Views of Schools' Efforts to Facilitate Their Involvement in Their Child's Educational Progress by :
Download or read book Parents of Students with Disabilities Views of Schools' Efforts to Facilitate Their Involvement in Their Child's Educational Progress written by and published by . This book was released on 2015 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this Senior Honors Project was to investigate schools' efforts to collaborate with parents of children receiving special education services within Harrisonburg City Public Schools in the State of Virginia. The study had two primary purposes. The first was to empower parents by educating them about special education laws and their rights concerning how to obtain services for their child. The workshops, presented by the Parent Educational Advocacy Training Center (PEATC), addressed areas such as communication skills and interpersonal skills for the purposes of bolstering relationships between schools and parents. Second, since schools sometimes fail to effectively involve parents of students with disabilities in their child's education, parents do not get involved as much as they should in order to support their child's educational progress. (Zetlin & Curcic, 2013; Bacon & Causton-Theoharis, 2015; Rodriguez, Blatz & Elbaum, 2014). Therefore, a study was conducted using surveys and focus group interviews to obtain information about parents' perceptions of schools' efforts to facilitate their involvement. This feedback led to recommendations on best practices schools may use to collaborate with families more effectively.
Book Synopsis Student and Parent Perceptions of Special Education Programs for Students with Learning Disabilities by : Robin Jean Nugent
Download or read book Student and Parent Perceptions of Special Education Programs for Students with Learning Disabilities written by Robin Jean Nugent and published by . This book was released on 1998 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developing Teacher Leaders in Special Education by : Daniel M. Maggin
Download or read book Developing Teacher Leaders in Special Education written by Daniel M. Maggin and published by Routledge. This book was released on 2020-07-06 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical and forward-thinking, Developing Teacher Leaders in Special Education is the administrator's essential guide to growing special educator leadership in any school, district, or program. Special educators need to be flexible, proactive, and collaborative – qualities that make them uniquely suited to roles in school leadership – but these skills are often overlooked when choosing effective teacher leaders. Featuring helpful tips and detailed examples to demonstrate the concepts in action, this book breaks down the qualities that special educators can bring to your school leadership team and explores how you can leverage those skills to create a more inclusive and successful community.
Book Synopsis Parents' Perceptions of Communication Practices with School Professionals During Initial Years of Special Education Placement by :
Download or read book Parents' Perceptions of Communication Practices with School Professionals During Initial Years of Special Education Placement written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education has evolved into a dominant area of education since first brought to the forefront. The reauthorization of the Education for All Handicapped Children Act to the Individuals with Disabilities Education Act updated and addressed many issues, including parental issues. Initially parents had to fight to be heard when addressing the needs and concerns of their child. Now parents are considered a crucial part of the special education process. The purpose of this qualitative study was to explore the thoughts and experiences of parents of children with disabilities related to the initial special education placement and the ongoing communication between parents and school professionals. Data were collected through interviews with 20 parents of children with disabilities in their initial years of service from a rural county in East Tennessee. Interviews were conducted mainly in parents' homes. Data were identified using interpretative analysis. Descriptive information about participants and their initial reactions were recorded in a journal From the findings the researcher concluded parents whose children were identified from birth to school age knew much more information about their child's disabilities; however, parents with children identified with disabilities after entering school needed a great deal more information than was provided, such as specifics on the child's disability and the process of special education implementation of the IEP. Most parents who addressed concerns to school professionals had positive outcomes, although there were communication breakdowns and conflicts before resolutions were reached. The majority of parents stated they were as actively involved in their child's school experience as they were initially; however, a few parents stated they were more involved because of conflict situations. Parents agreed that communication had increased with school professionals but more frequent and clearer communication was needed.
Book Synopsis Availability of Educational Services to Students with Vision, Hearing, and Physical Disabilities by :
Download or read book Availability of Educational Services to Students with Vision, Hearing, and Physical Disabilities written by and published by . This book was released on 1991 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parent's Perceptions of Special Education Placement for Students with Learning Disabilities by : Rositta Beaver
Download or read book Parent's Perceptions of Special Education Placement for Students with Learning Disabilities written by Rositta Beaver and published by . This book was released on 1999 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Routledge Handbook of Inclusive Education for Teacher Educators by : Santoshi Halder
Download or read book The Routledge Handbook of Inclusive Education for Teacher Educators written by Santoshi Halder and published by Taylor & Francis. This book was released on 2023-03-14 with total page 595 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook provides foundational, conceptual, and practical knowledge and understanding of inclusive education and special needs education. It highlights the need for preparing special educators and teachers for inclusive classrooms to effectively cater to the needs of students with diverse needs in various low-, middle-, and high-income countries globally. It demonstrates various evidence-based and practice-based strategies required to create classrooms inclusive of diverse learners. While tracing the historical trajectory of the foundational underpinnings, philosophical bases, and crucial issues associated with inclusive education, this book presents a future roadmap and pathways through case instances and in-depth discussions to share with educators how they can strengthen their bases and make learning more inclusive in their context. It also provides an overview of the different models of assessment and their applications in the analysis of children in inclusive classroom settings. Comprehensive, accessible, and nuanced, this handbook will be of immense interest and benefit to teachers, educators, special educators, students, scholars, and researchers in the areas of social inclusion, education, special needs education, educational psychology, technology for inclusion, disability studies, among other related disciplines. It will be extremely beneficial for academicians, teacher educators, special educators, and those interested in professional teacher training courses.
Book Synopsis Parental Perception of Participation in Special Education by : Shelley Kathleen Krach
Download or read book Parental Perception of Participation in Special Education written by Shelley Kathleen Krach and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child's educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children's education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.
Book Synopsis A Parent's Guide to Special Education by : Dawn Smith (L.)
Download or read book A Parent's Guide to Special Education written by Dawn Smith (L.) and published by iUniverse. This book was released on 2001 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special Education is a complex maze to navigate which lasts from birth to high school graduation. It prepares the disabled child for adult life. This book is designed to help you navigate this maze.
Book Synopsis The Parental Involvement Perceptions, Practices, and Recommendations of Special Education Teachers of Students with Mild/moderate Disabilities by : Bridget A. Rey
Download or read book The Parental Involvement Perceptions, Practices, and Recommendations of Special Education Teachers of Students with Mild/moderate Disabilities written by Bridget A. Rey and published by . This book was released on 2006 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Second Chicago School? by : Gary Alan Fine
Download or read book A Second Chicago School? written by Gary Alan Fine and published by University of Chicago Press. This book was released on 1995-09 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: From 1945 to about 1960, the University of Chicago was home to a group of faculty and graduate students whose work has come to define what many call a second "Chicago School" of sociology. Like its predecessor earlier in the century, the postwar department was again the center for qualitative social research—on everything from mapping the nuances of human behavior in small groups to seeking solutions to problems of race, crime, and poverty. Howard Becker, Joseph Gusfield, Herbert Blumer, David Riesman, Erving Goffman, and others created a large, enduring body of work. In this book, leading sociologists critically confront this legacy. The eight original chapters survey the issues that defined the department's agenda: the focus on deviance, race and ethnic relations, urban life, and collective behavior; the renewal of participant observation as a method and the refinement of symbolic interaction as a guiding theory; and the professional and institutional factors that shaped this generation, including the leadership of Louis Wirth and Everett C. Hughes; the role of women; and the competition for national influence Chicago sociology faced from survey research at Columbia and grand theory at Harvard. The contributors also discuss the internal conflicts that call into question the very idea of a unified "school."
Book Synopsis A Study of Factors Affecting Parent Perceptions of Regular Class Placement Options for Their Children with Severe Disabilities by : David Scott Palmer
Download or read book A Study of Factors Affecting Parent Perceptions of Regular Class Placement Options for Their Children with Severe Disabilities written by David Scott Palmer and published by . This book was released on 1995 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
