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1
Robinson, Jill M. "Special education teachers' perceptions of parent participation at the IEP conference within inclusive education." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40209.
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2
Paniagua, Rodríguez Alejandro. "Parent participation in schools: limits, logics and possibilities third sector organizations, immigrant families and special education." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/297702.
Full textAbstract:
La
importancia
de
la
participación
de
las
familias
en
la
escuela
ha
sido
históricamente
un
argumento
clave
a
la
hora
de
analizar
los
problemas
educativos
y
proponer
reformas
e
iniciativas.
Durante
los
últimos
años,
esta
noción
ha
cobrado
nueva
fuerza
como
consecuencia
de
la
crisis
económica,
el
incremento
de
la
diversidad
de
los
estudiantes
en
las
aulas
y
la
creciente
presión
que
reciben
las
escuelas
para
mejorar
sus
resultados.
Esta
investigación
discute
el
alcance
y
la
forma
de
esta
ideología
de
la
participación
en
varios
contextos
donde
se
busca
o
se
espera
que
las
familias
inmigradas
participen
más
y
mejor.
En
primer
lugar,
analizando
el
contexto
de
las
AMPAs
en
Catalunya,a
través
de
un
proyecto
de
investigación-‐acción
impulsado
por
FaPaC.
En
segundo
lugar,
evaluando
la
mejora
de
las
relaciones
entre
familias
y
profesores
en
Londres,
a
partir
de
dos
iniciativas
lideradas
por
Day-‐Mer,
una
organización
comunitaria
Kurda.
Y
en
tercer
lugar,
reconstruyendo
las
experiencias
de
familias
inmigradas
con
hijos
e
hijas
identificados
con
necesidades
educativas
especiales.
De
manera
paralela,
la
investigación
también
discute
de
manera
general
sobre
el
rol
de
las
Organizaciones
del
Tercer
Sector
a
la
hora
de
ofrecer
apoyo
educativo
y
sobre
la
intersección
entre
el
sistema
de
Educación
Especial
y
la
diversidad
sociocultural
de
los
alumnos.
Los
resultados
de
la
investigación
ponen
el
acento
en
el
poco
espacio
existente
en
las
escuelas
para
una
verdadera
participación
de
las
familias,
incluso
cuando
dicha
participación
está
apoyada
por
organizaciones
externas
o
por
los
mismos
profesionales.
La
existencia
de
fuertes
barreras
institucionales
y
burocráticas
en
las
escuelas,
la
persistencia
de
prejuicios
hacia
las
familias
inmigradas
y
la
falta
de
coherencia
entre
los
discursos
públicos,
las
iniciativas
socioeducativas
concretas
y
las
dinámicas
de
los
centros
dibujan
más
bien
una
“retórica”
de
la
participación
que
traspasa
la
culpa
de
los
fallos
de
la
escuela
a
las
mismas
familias,
marginando
el
análisis
del
poder,
la
desigualdad
de
clase
y
la
raza.
Finalmente,
la
investigación
también
pone
el
acento
en
las
posibilidades
de
ir
más
allá
de
esta
retórica
y
usar
la
idea
de
la
participación
para
mejorar
las
escuelas.
En
particular,
la
participación
colectiva
de
las
familias,
apoyadas
por
las
organizaciones
del
tercer
sector,
aparece
como
prometedora
manera
para
promover
la
creación
de
intereses
comunes
entre
familias
y
profesionales,
dirigidas
a
mejorar
la
práctica
y
política
educativa.The importance of the participation of families in schools has long been a key idea to discuss educational problems and to advance new reforms and initiatives. During the last years, this notion has received a renewed attention due to the financial crisis, the increase of diversity in classrooms and the growing pressure directed towards schools to improve their effectiveness. This research discusses the scope and logics of the ideology of participation in diverse contexts where immigrant families are requested or expected to participate more and better. First, analyzing the role of PAs in Catalonia, through the action-‐research project launched by FaPaC. Second, evaluating the improvement of family-‐school relationships in London, through two initiatives leaded by Day-‐Mer, a Kurdish community organization. And third, exploring the experiences of immigrant families with children labeled has having special education needs. At the same time, the research discusses more broadly the role of Third Sector Organizations in supporting education and the intersection of special education and cultural diversity. The findings highlight the scarcity of opportunities available for parents to truly participate in schools, even when this participation is supported by external organizations or teachers. The existence of strong institutional and bureaucratic barriers, the persistence of prejudices towards immigrant families and the lack of coherence between public concerns, specific initiatives and school dynamics, render a ‘rhetoric’ of participation that transfers the blame for school failure to families and marginalizes the analysis of power, class inequality and race. Finally, the research also stresses the possibilities to go beyond this rhetoric and use the idea of participation to improve schools. In particular, the collective participation of parents, supported by third sector organizations, emerges as a promising way to raise common interests between families and teachers, seeking to improve educational practice and policy.
3
Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
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4
Swire, Margo C. "Are we playing the same tune? : a comparison of parent-teacher values and priorities for the development of a child with disabilities." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/94.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Education
5
Dodge, Tanya A. "Parental Involvement in Individual Education Plan Development for Students with Significant Intellectual Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6010.
Full textAbstract:
Research indicates a connection between successful outcomes for students with significant intellectual disabilities and the individual education program (IEP) team's efforts in the IEP development process. However, little research has been conducted on the perceptions of parents and teachers of students with significant disabilities about parent participation in the IEP development process. Therefore, the purpose of this phenomenological study was to explore parent and teacher perceptions of parent participation in the IEP development process. The conceptual framework of this study was ecological design theory, based on Bronfenbrenner's theory of human development and Neal and Neal's theory of networked systems. Participants consisted of 4 parents and 5 teachers of students with significant intellectual disabilities who have participated in the IEP development process. The interviews conducted with participants were analyzed for patterns and themes. Findings showed that teacher descriptions centered on actions connected with fulfillment of state guidelines, which create the setting in which the IEP development takes place. Parent participants acknowledged compliance to state guidelines based on teacher actions, but parent commentary was centered on elements of the parent-teacher relationship. Responses indicated that actions to strengthen the school-parent partnership may improve parent and teacher experiences of IEP development. This study contributes to positive social change by providing administrators and teachers information to better support the IEP development process toward improved outcomes for students with significant intellectual disabilities.
6
Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
7
Patton, Angela Havard. "Parental Understanding and Satisfaction with Special Education Services in the State of Texas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4946/.
Full textAbstract:
Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.
8
Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.
Full textAbstract:
The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.Department of Special Education
9
Harris, Apollos R. "Parental and professional participation in the IEP process: A comparison of discourses." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273002727.
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10
Irvine, Susan. "Parent conceptions of their role in early childhood education and care : a phenomenographic study from Queensland, Australia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16165/1/Susan_Irvine_Thesis.pdf.
Full textAbstract:
Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing
discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of
parent as participant promotes a partnership approach, and, increasingly, parental
involvement in decision making at both service and public policy levels. Each of
these roles has been constructed for parents by governments and policymakers, with
little reference to the views and experiences of parents using ECEC.
Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic
research approach (Bowden & Walsh, 2000; Marton & Booth, 1997).
Twenty-six parents participated in the study. Data were gathered through semistructured
interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five
categories of description, denoting five distinctly different ways of seeing and
experiencing this role. The role of parents was seen as: (1) selecting and using the
best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in
decision making (the member of a service community conception). Taking a broader
perspective, the study again revealed variation in how parents constituted their role in
shaping ECEC policy, leading to the construction of four categories of description.
The role of parents was seen as: (1) no role in shaping ECEC public policy (the no
role conception); (2) being informed about policy that affects their child and family,
raising any concerns and/or seeking a change to current or proposed policy (the
raising concerns conception); (3) having some say in policy matters that affect their
child and family (the having some say conception); and (4) participating in policy
decision making, particularly where this is likely to affect their child and family (the
participating in policy decision making conception).
The study highlights variation in how these roles are constituted by parents, inclusive
of the basic concepts of parent as consumer and parent as participant. In addition, the
study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental
phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived
by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and
experiences, and, thereby, signifying more possible options for action.
11
Irvine, Susan. "Parent Conceptions of Their Role in Early Childhood Education and Care: A Phenomenographic Study from Queensland, Australia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16165/.
Full textAbstract:
Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of parent as participant promotes a partnership approach, and, increasingly, parental involvement in decision making at both service and public policy levels. Each of these roles has been constructed for parents by governments and policymakers, with little reference to the views and experiences of parents using ECEC. Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic research approach (Bowden & Walsh, 2000; Marton & Booth, 1997). Twenty-six parents participated in the study. Data were gathered through semistructured interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five categories of description, denoting five distinctly different ways of seeing and experiencing this role. The role of parents was seen as: (1) selecting and using the best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in decision making (the member of a service community conception). Taking a broader perspective, the study again revealed variation in how parents constituted their role in shaping ECEC policy, leading to the construction of four categories of description. The role of parents was seen as: (1) no role in shaping ECEC public policy (the no role conception); (2) being informed about policy that affects their child and family, raising any concerns and/or seeking a change to current or proposed policy (the raising concerns conception); (3) having some say in policy matters that affect their child and family (the having some say conception); and (4) participating in policy decision making, particularly where this is likely to affect their child and family (the participating in policy decision making conception). The study highlights variation in how these roles are constituted by parents, inclusive of the basic concepts of parent as consumer and parent as participant. In addition, the study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and experiences, and, thereby, signifying more possible options for action.
12
Krach, Shelley Kathleen. "Parental perception of participation in special education examining differences across child educational levels and Hispanic and white families /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/576.
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13
Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.
Full textAbstract:
The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
14
Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.
Full textAbstract:
While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
15
Jayatilaka, Jennifer A. "An investigation of family literacy practices of eight families with preprimary children and a family literacy program conducted in a low socio-economic area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/991.
Full textAbstract:
Study of the research literature showed that literacy skills are socialised in young children along with their learning of oral language. This socialisation process occurs within a child's home environment long before they enter formal schooling. Family literacy has been shown to have the potential to impact powerfully on children's perceptions about literacy use through role models and support provided by various family and community members. Literacy activity is often deeply embedded in daily family practices. For some children, differences between home and school literacy practices can occur. Where this mismatch occurs for children in low socio economic homes the problems associated can be compounded. In the present study a formative experimental design was used to investigate and describe some of the literacy practices of eight families living in a low socio-economic environment as identified by the parents of children attending a preprimary centre. Some family literacy programs designed to reduce the effect of the literacy mismatch between home and school have been found, in research literature, to be unsuitable for certain communities because of their inability to address the needs of individual families. The present study reports on the results of a family literacy program jointly planned by the teacher/researcher and parents of eight families from a low socio-economic community. It describes the nature of the family literacy program and the perceptions of the program held by the eight participants. Issues arising from this family literacy program design are highlighted and some implications for educational practice and further research are presented.
16
Hotchkiss, Angela M. "An analysis of the obstacles that prevent the meaningful participation in the IEP process by parents/guardians of African American males in special education." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/87.
Full textAbstract:
Participation of minority parents in the Special Education IEP process continues to be a concern for public school administrators. With the disproportionality of African American males placed in special education and the mandatory involvement requirement in the IEP process, administrators and schools would benefit by understanding the obstacles that prevent the meaningful participation of parents/guardians of African American high school males in the special education IEP process. The purpose of this qualitative study was to analyze the obstacles faced by parents/guardians of African American males, grades 9-12, in the special education Individual Education Plan (IEP) process. This study involved interviewing ten parents/guardians of African American males receiving special education services, attending high schools in Contra Costa and Alameda counties in California. The results found the following themes that prevented the parents/guardians from meaningful participation in the IEP process: (1) Communication between home and school, (2) Knowledge of special education, (3) Parental rights and involvement in the IEP process, and (4) Attitudes of teachers. The strategies there were recommended to increase parental involvement were: (1) Engagement in active listening to parents and guardians at IEP meetings, (2) Changing of IEP meetings to work with parents' work schedules. (3) Improve overall communication with parents and guardians, and (4) Provide special education training for parents and guardians to teach them special education terminology and jargon. Lastly, the study provided various recommendations for further study.
17
Santamaria, Cristina Corrine. "Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194619.
Full textAbstract:
The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of empirical research existed that considered Mexican origin parents' understanding of participation in general and special education settings.Parent participation was viewed as a dynamic and evolving process through which parent participants could construct knowledge and meaning. Novice (newcomer) parents worked with veteran (experienced) parents to learn about participation. Critical and reflective discussions were central to their learning and parents moved toward full participation as they developed confidence, skills, and awareness about themselves as agents of change.A Critically Compassionate Intellectualism (CCI) model, derived from Sociocultural Theory and Critical Race Theory (CRT), was applied to analyze the ways parents demonstrated their understanding of participation through cooperation, caring, and critical consciousness. A Participatory Action Research (PAR) approach was implemented as a method through which parents' roles in the investigation and their definitions of participation were explored.Primary data sources included individual and focus group interviews, discussion/planning sessions, and a debriefing session. Secondary sources consisted of weekly journals, an open-ended survey, and audio memos. Most data sources were transcribed and coded using an "open-coding" procedure. Then primary sources were coded a second time for a more detailed analysis of parents' evolving views of participation.Novice parents reported that within a cooperative environment they could share their thoughts and feelings about their children. They acknowledged that their voices were heard and, therefore, felt validated and supported. Parents' critical consciousness was raised as they felt more confident in generating positive changes for their children. Both veteran and novice parents' roles changed over time. Veteran parents' leadership grew and novice parents became more active and vocal in the research process.This study presented alternative ways to understand parent participation. Being listened to and respected by teachers and school administrators were important reasons for parents' active participation. Feeling supported at IEP meetings and having open communication with teachers also were important factors contributing to parents' participation. Definitions of participation should continue to expand to allow a space for parents' diverse experiences.
18
Pekeur, Cecilia Charmaine. "Ouerbetrokkenheid van leerders met leergestremdhede in skole in ’n arm landelike gebied in die Wes-Kaap." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2556.
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Thesis (MEd)--Cape Peninsula University of Technology, 2017.Poverty and a lack of parental involvement have a dual negative effect on the academic performance of learners with learning disabilities, and are prevalent in rural areas. While parental involvement in schools in impoverished rural communities is very low, research also indicates parental involvement is key in addressing barriers to learning and associated learning disabilities. This study sought to explore the nature and extent of parental involvement of learners with learning disabilities at schools in impoverished rural communities. The study targeted a specific impoverished rural community in the Western Cape where the combination of learning disability and a lack of parental involvement negatively affects the literacy and numeracy skills, resulting in learning outputs that are below standard. The study drew on Epstein’s theory of parental involvement. Thematic data analysis was used in employing a constant comparative method. By applying Epstein’s model, this study not only contributes to understanding the nature and dynamics of parental involvement in impoverished rural schools as well as factors contributing towards the improvement of parental involvement; it also contributes towards an understanding of Epstein by applying her model to a rural setting.
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Fok, Chun-wing Daniel, and 霍俊榮. "Home-school collaboration and parent education for students with physical disabilities: a school-basedstudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27708068.
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Griffin, Heather Renee. "The Importance of Collaboration Between Parents and School in Special Education: Perceptions From the Field." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/530.
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Each student receiving special education services in the public school system, roughly 6.4 million students, has an Individualized Education Program (IEP) that is mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA dictates that a team of people familiar with the student, including the parents, should create the IEP. Unfortunately, research indicates that many parents believe their participation is not welcome. While only a small percentage of parents may actually be dissatisfied with the IEP process, the cost of dissatisfaction is high, further stretching already limited resources that could be better used in the classroom.
The purpose of this study was to investigate parents’ and school personnel’s beliefs about and experiences with collaborative activities that took place prior to the annual IEP or 504 plan meeting. Participant perceptions and suggestions about improving the special education process were also explored. In-depth interviews were conducted with an assistant principal, a self-contained ESE teacher, a resource ESE teacher, a regular education inclusion teacher, and three parents whose children were receiving special education services. All participants were involved in the special education process at the elementary school level.
The study’s findings indicated that while school personnel perceive that they are providing opportunities for parents to be involved in a collaborative manner, parents do not perceive that a fully open and transparent collaboration exists. The school made an effort to generate a comfortable environment inviting collaboration during formal meetings; however, parents expressed frustration with the more informal aspects of the special education process including initiation of services. Teachers and parents identified similar concerns and frustrations with the IEP process and suggested similar ideas for improvement. Both school personnel and parents identified scarcity of resources within the school, which seemed to create a barrier to open communication and collaboration. Suggestions for improvement included access to outside support and advocacy groups to increase parent understanding of the special education process and facilitate its process. It is concluded that, ultimately, policy makers should become more involved at the classroom level in order to understand the implications of policy change.
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Pearce, Natasha L. "Critical success factors for building school capacity to engage parents in school-based bullying prevention interventions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/361.
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It is evident in current health promotion literature that capacity building is advocated asa future priority for action for health promoters in designing effective interventions.Although theory and definitions, and therefore the practice of capacity building iscriticised for its ambiguity, common elements include the development of knowledge,skills, commitment, structures, systems and leadership. Capacity building must bemultileveled working at the individual, organisational, community and system levels.Capacity building is centred in the process of implementation and its methods are aboutways to improve intervention implementation to achieve sustainable health outcomes.Given the limited resources available to health and other sectors to improve healthoutcomes, mechanisms that improve implementation and sustain and multiply the health gains which result from these interventions are crucial. However, little empiricalresearch on the implementation and evaluation of capacity building approaches exists,hence hindering its practical application to health promotion interventions.
It is well accepted that the success of school health promotion interventions aredependent on effective implementation and that many barriers prevent schools fromembracing the recommended whole school approach. It is clear that school healthpromotion interventions aiming to address priority health issues must adopt a capacitybuilding approach to improve implementation efforts or risk failure. Effective capacitybuilding in schools, however, goes beyond the skills training of individuals toassessment of structures, processes, resources and leadership within the school systemto support teachers, parents and students to implement sustainable strategies over thelonger term. No matter what the level of enthusiasm or commitment is provided byschool leaders and staff, unless their school has the necessary capacity supports in place, their efforts will have limited success on student outcomes.
Whilst schools in general know they must adopt a comprehensive approach thatinvolves the whole school community to be an effective health promoting environmentfor their students, most find engaging parents in their activities challenging. Evidencesuggests the important influence parents can have on their children’s healthy lifestylechoices and how this at-home influence, partnered with whole school and classroomstrategies are vital in providing health promoting environments for children.
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Demoville, Kathryn Lee. "The inclusion of parents in early childhood language and behavior development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2925.
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The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.
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Melling-Williams, Natalie. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1708.
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Thesis (MSc (Rehabilitation))--University of Stellenbosch, 2005.The school that was studied caters for learners with special educational needs in the Western Cape Province, South Africa. The learners at the school have a variety of physical, intellectual and learning disabilities. They receive rehabilitation inputs aimed at optimising their potential as school learners and as adults. These include occupational and speech therapy, physiotherapy, learning support and educational psychology. The therapists who work with them often utilise home programmes to involve the parents in their child’s therapy and to achieve carry-over from the therapy sessions. Among the professionals at the school there is currently a perception that therapy home programmes are poorly complied with and that the rehabilitation outcomes of the learners are being disadvantaged as a result. A need therefore arose to explore this issue. This study aims to determine the extent of compliance with therapy home programmes by parents and learners of this school. The study also attempted to elicit factors identified by parents and therapists as inhibitors to and/or facilitators for compliance with the home programmes. A descriptive, analytical study design was used. All therapists working at the school, as well as the parents of learners who were expected to comply with a home programme, were invited to participate. Data was collected using two self-compiled, self-administered questionnaires. A parent focus group was added later in an attempt to elicit more depth with regard to some of the issues explored. The data was analysed using quantitative and qualitative methods. Seventy-one percent of parents reported complying at levels adequate for therapeutic benefit to be achieved. However, 25% of the parents reported complying by less than 24% of the time prescribed. The barriers to compliance identified in this study include the quality of teamwork between the parents and the professionals, attitudinal barriers from both the parents and the therapists, the quality of training for the parents and practical difficulties. The family-centred, collaborative model of teamwork was recommended to both the therapists and the parents to facilitate parental input at all levels of the planning and design of the rehabilitation programme.
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Liu, Suet-chun Janny, and 廖雪珍. "Socioeconomic status (SES) and academic achievement of children with learning difficulties (CWLD): a case study ofa skills opportunity school (SOS) in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B30433186.
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Lai-Bovenkerk, Yuan. "An investigation of the experiences and perspectives of immigrant Chinese Canadian mothers of sons with disabilities : parent involvement, coping, and related beliefs and values." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56572.pdf.
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Oliveira, Claudia Medeiros de. "Entre escolas : a trajetória escolar de estudantes com deficiência intelectual a partir da percepção das mães." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/1415.
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A trajetória escolar do estudante com deficiência intelectual é tema recorrente no contexto educacional e tem gerado inúmeras inquietações e ponderações a seu respeito. Os estudos realizados na área comumente abordam o tema a partir da perspectiva do docente e da legislação que busca garantir a escolarização do deficiente. Visando contribuir com as reflexões a partir de outra ótica, esta dissertação, inserida no campo dos estudos da Educação, tem como objetivo analisar como as mães percebem a trajetória escolar de seu filho com deficiência intelectual. O estudo também busca traçar a trajetória escolar do estudante entre a escola comum e a escola especial, visando identificar os aspectos que sustentam as escolhas da família com relação a essa trajetória. Objetivou-se, ainda, traçar princípios que contribuam no processo de escolarização do estudante com deficiência intelectual. A pesquisa consiste em um estudo qualitativo de natureza exploratória, embasada nos preceitos da Psicologia Histórico-Cultural de Vigotski, em especial, seus estudos sobre a Defectologia e contou com entrevistas como instrumento de construção de dados. As entrevistas foram realizadas com seis mães de estudantes com deficiência intelectual, com idade entre 10 e 17 anos, residentes no município de Caxias do Sul. Para a realização da análise dos dados coletados, utilizou-se a análise de conteúdo de --5Bardin, em que foram identificadas quatro categorias: a) Trajetória Escolar, b) Percepções das mães em relação ao filho, c) Percepções das mães em relação aos docentes e d) Percepções das mães em relação à Inclusão. Os resultados apontam que a trajetória escolar do estudante com deficiência intelectual ainda é permeada por preconceitos e pela busca da normalização deste sujeito. O discurso das mães evidencia a vigência do modelo tradicional de ensino-aprendizagem, prevalecendo um olhar sustentado pelos modelos caritativo e médico da deficiência nas orientações quanto ao processo de escolarização deste estudante. Mas, também se observa movimentos incipientes que visam a reestruturação do cenário como a aceitação das diferenças por parte dos docentes estabelecendo um novo olhar sobre a inclusão e a ressignificação das mães sobre o processo de aprendizagem, construindo possibilidades diferenciadas na trajetória escolar deste estudante.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-12-07T15:06:17Z No. of bitstreams: 1 Dissertacao Claudia Medeiros de Oliveira.pdf: 905021 bytes, checksum: c5dbcfebe25bf5d389705b4f5bfa03b7 (MD5)
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The schooling of the intellectual disabled is a recurring theme in the educational context and it has raised numerous concerns and considerations on its regard. Studies on the subject, commonly address the issue from teachers and legislation's perspective that aims to ensure the education of the disabled. In order to contribute with the reflections from another perspective, this dissertation, part of the field of Education studies, aims to analyze how mothers perceive the schooling process of their intellectually disabled child. The study also tries to trace the school history of the student between regular school and special school, to identify aspects that sustain the family's choices regarding this path. The objective was also to identify principles that contribute to the student with intellectual disabilities' educational process. The research consists of a qualitative study of exploratory nature, based on the premises of Vigotski's Historical-Cultural Psychology, particularly his studies on Defectology and counted with interviews as a data construction tool. Interviews were conducted with six mothers of students with intellectual disabilities, aged between 10 and 17 years old, residing in the city of Caxias do Sul. For carrying out the analysis of the collected data, Bardin's content analysis was used, in which four categories were identified: a) Trajectory School, b) Perceptions of mothers towards the child, c) Perceptions of mothers regarding the teachers and d) Perception of mothers regarding Inclusion. The results indicate that the schooling of intellectual disabled people constitutes a path permeated by difficulties and achievements from both the student and the family and school. The speeches of mothers reveal an educational panorama still ruled by the traditional model, in which stands the pursuit for a standardization of the student, but also, in an incipient way, there is movement on the part of some parents and teachers that look for a reformulation of this scene by constructing different possibilities for schooling ID people.
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Ortiz, Christine. "An evaluation of ADHD children and parental stress within the Latino culture." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1575.
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Yang, Huey-Jiuan, and 楊惠娟. "The study of Parent Participation in Early Childhood Special Education." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/91489590810721326571.
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碩士國立臺中教育大學
早期療育研究所
95
The purpose of this qualitative study is to investigate the current situation of parent participation in Early Childhood Special Education and to explore the reasons that affect parent participation and to realize parents’expectations toward teachers or professionals. Data was collected through interviewing nine mothers having child with special needs. The main findings in the study are as followed: 1. The parents have much more active participation to be an instructor, learner, supporter and communicator, while having less enthusiastic participation to be a decision maker or a pioneer. 2. The reasons affect parent participation, including positive aspects and negative aspects. （1）Positive aspects come from all parents’ positive attitude toward parent participation in education. Furthermore, support from families, experience between similar parents and assistance from professionals promote parents to participate in education. （2）Negative aspects come from the hard situation from family aspect, school aspect, family–school interaction aspect and community aspect. Firstly, family aspect is inclusive of children, parents and families factors. Secondly, school aspect includes less effective school activities and lower supportive attitude toward inclusion. Third, the difficult problem often comes in family–school interaction aspect when communicating with teachers. Finally, community aspect is inclusive of the unsuitable medical institutions, the shortage of intervention resources, the less effective lectures, the lack of professional assistance, distant transportation factor and the limited law protection. 3. Four kinds of expectation from the objects are suggested for teachers or professionals, including their attitude toward children, communication and cooperation with parents, performance in specialized field. According to the conclusions, concrete suggestions are provided for pre-school special educational administrative units, pre-school educational institutions, early intervention social welfare institutions, parents and future researchers.
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Hadley, Fay, University of Western Sydney, College of Arts, and School of Education. "The 5th discourse : the connectivity role for early childhood services : meaningful support for families." 2007. http://handle.uws.edu.au:8081/1959.7/21066.
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The recognised benefits of social capital have resulted in a focus on ways to provide support to families within their context or community. At the same time there has been an emphasis on the interplay between environment and experiences in the early years of life and long term physical, neurological, psychosocial and emotional/behavioural developments for humans. Coincidentally the use of out of home care for young children has expanded rapidly. These issues have resulted in a call to reconceptualise the role of early childhood services as a nexus of the community. Researchers are increasingly referring to early childhood services as hubs from which multi-sectoral supports can be developed and delivered. This thesis reviews the current literature about the importance of the early years; the experiences within the early childhood service; the renewed focus on supports for families; and the role of early childhood services as community hubs. Despite a growing body of literature about early childhood services as community hubs and as the basis for developing relationships with families, it was found that there is a dearth of information about the ways in which families and early childhood staff interface in defining what constitutes ‘quality’ within services. Indeed it is shown that the voices of families are rarely, if ever, taken into account in the development of curriculum and assessment practices in early childhood services. Subsequently the supports that could assist staff in undertaking meaningful connections with families are not prominent in the current literature. This thesis addresses this gap in the knowledge base about early childhood service delivery. A sociocultural approach is used to investigate the level of shared perspectives, meaningful participation and other forms of meaning making between a small sample of families in diverse situations and their early childhood service. Both qualitative and quantitative methods are applied in the analyses of how early childhood services enhance or inhibit connectivity for families with preschool-aged children. In Phase One, an in-depth study of three families with diverse situations in one urban centre of Australia (An Aboriginal1 family; a culturally and linguistically diverse family; and a family wherein the father has a physical illness) is conducted. Data collection methods involve purposeful sampling, video taping, semi-structured and structured interviews and non participant observations in both the home and early childhood setting. Findings from Phase One identify six continua of issues, reported by parents to be meaningful in terms of experiences for their children. In Phase Two these findings are incorporated into a questionnaire entitled “Experiences that are valued in the early childhood service”. The questionnaire is administered to staff and families in diverse socio economic and geographical regions in order to test for generalisability of the original findings. This thesis indicates that the role of early childhood services as community and family support services is not well articulated nor well understood by staff or families. The findings from the study include: 1. Rather than supporting families, some forms of information dissemination from early childhood services actually increase pressure on families. 2. Staff and families have differing perceptions about the frequency of communication and the experiences occurring in the early childhood service. Families report that the experiences they value highly are not valued by the service. 3. Despite a strong emphasis on a multicultural approach to early childhood service delivery, not all families value this notion. Rather, families want early childhood services to ‘teach and reflect’ the dominant cultural ways of knowing and learning because this is associated with school success. 1 The researcher uses the term Aboriginal not Indigenous throughout the thesis as this as this is the main term the family used to identify themselves. 4. Some common and widely used measures assessing quality early childhood services do not include measures associated with family and community support. This thesis concludes with a set of recommendations for service delivery and policy decision makers. These focus on the need to embrace a ‘fifth discourse’ for early childhood services – one which defines the sector as the vehicle for providing safe ‘meeting places’ where families and staff participate in meaningful ways that result in true support for the complex role of parenting.Doctor of Philosophy (PhD)
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Friedman, Morgan A. "Parental Involvement During Post-secondary Transition for Youth with Developmental Disabilities." Thesis, 2018. https://doi.org/10.7916/D8TX4SXX.
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Transition from high school to adulthood for students with developmental disabilities is a monumental stage for both the individual and his or her family. Past research has shown that one of the most salient predictors of students’ successful transition is their parents’ involvement with transition planning, however, during this time parent involvement often declines (Grigal & Neubert, 2004). The current study examined parent involvement and knowledge during the transition from high school to adulthood for the parents of young adults with developmental disabilities. Participants included a diverse sample of 55 parents in an urban school district who had youth with special needs between the ages of 14 and 22. The present study examined parental psychosocial factors, demographic factors, parents’ experiences during the transition process, and three dimensions of their educational involvement: school involvement, transition involvement, and transition knowledge. The study found that parent experiences during the transition period (IEP familiarity, perceived teacher invitations, and perceived time and energy) as well as the socio-economics of school neighborhood, were the most salient factors associated with parental involvement and knowledge. The study offers suggestions for future research, policy, and intervention ideas to assist in improving parents’ positive experiences during the transition process. These suggestions aim in increasing parental involvement and knowledge during an important time in their youths’ educational development.
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Gonzales, Zina Lynn. "Mexican American parents of elementary students classified as emotionally disturbed : perceptions of rights, roles, and actions." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-12-6416.
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The goal of this study was to examine the perceptions of disability, parental rights, roles, and advocacy actions of Mexican American parents with elementary-aged children classified as having an emotional disturbance. It explored parents’ understanding of their child’s disability, knowledge of their educational rights, and their perceived roles in special education. It also examined how parents ensure their children’s needs are met by the special education system.
Six parents from five elementary schools in a Texas urban school district were interviewed. In addition to data gathered from the semi-structured interviews, data was also collected through direct observation of parent participation in ARD (Admission, Review, and Dismissal) meetings and a review of the students’ special education file for documentation of parent participation, such as questions, input, and concerns given by parents. Inductive coding was used to analyze the data.
Findings generated by the study revealed that despite the complexity of the special education system, parents educated and empowered themselves to ensure their children’s needs were met. They constructed various understandings of their children’s disability, perceiving it to be a genetic illness, gender specific (“boys will be boys”), or the result of having an absent parent. In regards to the parents’ understanding of their rights in the special education process, parents had a general understanding or limited awareness of these rights. Parents also perceived themselves in a variety of roles, from advocate to educator to caretaker, within the special education system. Parents engaged in a number of actions to ensure their children’s needs were met; they questioned the special education process, maintained high expectations, met with administrators, researched their rights, and pursued outside resources. Contrary to previous research that suggested low rates of parent participation in special education, the parents in this study actively participated in their children’s special education. These findings contributed to the limited research in this area, providing valuable insight into the perceptions of Mexican American parents of children classified as emotionally disturbed.text
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Ngwenya, Priscilla Thulisile. "Parental involvement in a rural residential special school : a case study." Thesis, 1996. http://hdl.handle.net/10413/2854.
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This study investigates the work that is currently being done to promote contact between home and school at a residential school situated in a rural area of KwaZulu- Natal. The school serves primary school children with physical disabilities between the ages of five and seventeen years. The subjects in this study were twenty five parents, teachers, learners, and support staff. The research methodology was in the form of a qualitative case study. Individual interviews, focus group interviews, observation as well as document analysis were used to investigate the nature and extent of parental involvement, the areas in which parents participated, and how the school supported parents and the learners. The results revealed that the school acknowledges the value of parents a partners, and has initiated a parent involvement programme. Parents are involved in structures created by the school, namely, a parent teacher association, parent groups in the communities, learner adoption scheme. However, findings revealed that in a number of important areas parents are not equal partners. These are school governance, curriculum decisions regarding their children, choice of school placement, and admission and discharge of their children. An important finding was that in residential schools, because parents are not part of the immediate school community the concept of "parents as partners" is difficult to achieve. Most rural parents live great distances away from the school. Time, distance, work commitments, family commitments, and financial constraints make participation almost impossible. An implication of this study is that if residential schools continue to exist there is a need for the school to take cognisance of the various contextual factors that influence parental involvement in such a setting. Schools should find creative ways to overcome barriers that may exist. Schools need to be aware of recent policy developments regarding the rights of parents, for example, the South African Schools Act. Issues such as parent participation in school governance, their right to choice, and their rights regarding educational decisions on their children, enshrined in policy documents need to be, addressed collaboratively with parents. Another important implication is that policy makers need to review the role of large residential schools in meeting the educational needs of children with disabilities, in particular the long term goal of children gaining full citizenship in their communities.Thesis (M.Ed.)-University of Natal, 1996.
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Neilands, Judith. "Teacher and parent partnerships: the role of common understandings in successful transition to school of children with disabilities." Thesis, 2015. http://hdl.handle.net/1959.13/1294049.
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Research Doctorate - Doctor of Philosophy (PhD)The background to this exploration of transition to school partnerships between parents and teachers in NSW, Australia from 2012-2013, was large-scale systemic change in disability education at both State and Federal levels. This has had implications for parents, teachers and educational managers working together to provide good educational outcomes for children with disabilities. Starting school is a particularly important test of how well new procedures are being managed and implemented to support parents and children. In a two-year study of eight families transitioning their young children with disabilities to school, parent and teacher partnerships were the subject of a series of qualitative interviews with individual parent, teacher and executive partners from preschools and then schools. Participants detailed helpful and unhelpful elements of partnerships at interpersonal, professional and organisational levels of the transition to school process, producing data that could be interrogated across people, time, place and process, in a study informed by the theorising of Bronfenbrenner. The eight families’ experiences of partnerships were reported in relation to how well their partners were able to meet family needs, produce good child and parent transition outcomes, and minimise emotional upset and feelings of isolation. Good transition outcomes for children and families were investigated using NVivo coding and matrix queries; the interview data were able to reveal themes of importance to parents individually and as a group, and also to show a consensus view of what all partners can do to produce good transition outcomes for children. It was agreed by participants in the study, that at a parent-teacher partnership level teaming, shared understanding, understanding own role and communication were most important to successful transition. At the professional practice level it was essential to know parent goals, develop personal skills, show empathy for the parent partner, and to have a partner who understood their role. Organisations did best when they had developed quality processes, made clear their intentions and goals, created a positive school climate, and were the beneficiaries of focussed leadership. Conversely, poor transition experiences were linked to the absence of the positive processes above. At the parent-teacher partnership level lack of teaming, poor shared understanding, not understanding own role and poor communication contributed to poor outcome or experiences. At the professional practice level the common negative features were; not knowing parent goals, undeveloped personal skills, lack of empathy for the partner and partner skills wanting. Organisational deficits were; poor quality transition processes, unclear intentions and goals, negative school climate and unfocussed leadership. The study demonstrated strong links between these features of partnerships and good outcomes for children and parents. Where partners reported the same features absent or poorly executed, there were clear links to poor outcomes. This study made a case for more supports at the three levels of partnerships- partnership, professional practice and organisational- to promote common understanding and role clarity. In eight case studies there was evidence that variability in practices had a clear impact on families over the two year period, suggesting that parents, teachers and schools could benefit from clear and consistent transition guidelines which address the skills and knowledge needed in the new era of disability support and education post 2014.
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吳盈瑤. "A Study on Parent Participation in Preschool Transition Services for Children with Special Needs for Inclusive Education in Taichung City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/q8wxsv.
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碩士國立新竹教育大學
特殊教育學系碩士班
101
The purpose of this study was to explore the cognition and participation of parents in the preschool transition services for children with special needs for inclusive education in Taichung city, and to understand the difficulties and assistance needed for parents during the process of their participation in the preschool transition services. The research instrument is the questionnaire on “Parent Participation in Preschool Transition Services for Children with Special Needs for Inclusive Education in Taichung City”. There were 200 copies sent out, 173 questionnaires were returned and analyzed. The data was analyzed by descriptive statistics, one-way ANOVA, Scheffe’s method, and Pearson product-moment correlation. The results of this study are as follows: 1.Most parents had good understanding of preschool transition services,among which “The Importance of Parent Participation in preschool Transition Services” scored the highest. 2.Parents from different residential regions, education levels, or household income can significantly affect parent cognition of the preschool transition services. 3.Most parents had good participation in preschool transition services, among which “Participation in School Aspect”and“Participation in Family Aspect” scored the highest. 4.Parents from different residential regions, education levels, household income, or categories of children’s disability can significantly affect parent participation of the preschool transition services. 5.Parent cognition of preschool transition services showed predictive validity for participation in preschool transition services. 6.The main difficulty for parents was lack of enough ability and skills to prepare their children at home for entering elementary school; the main assistance needed for parents was that the teachers really accepted their children at school. Finally, based on the research results, the researcher provides recommendations for educational administration, special education schools, teachers, parents, and future researchers to promote parent participation in preschool transition services.
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Lowane, Velaphi Elizabeth. "The role of the governing body in macro planning on LSEN public hospital schools." Thesis, 2008. http://hdl.handle.net/10210/943.
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This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management.Prof. J.R. Debeila
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Cloth, Allison Hope. "Navigation efficacy among parents of public school children with special needs." Thesis, 2006. http://hdl.handle.net/2152/3580.
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Marais, Hester Petronella. "Parental involvement in the education of children with autism spectrum disorder : a phenomenogical study." Diss., 2020. http://hdl.handle.net/10500/26974.
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Limited research has been conducted about the involvement of parents in the education of children with autism spectrum disorder (ASD) in South Africa. The main aim of this study was to explore how involved parents and teachers are in the education of learners with ASD in a special educational needs school in Emalahleni. The research investigation was rooted in Epstein’s model for parental involvement. Situated in the interpretivist paradigm, the study adopted a qualitative approach. Data were collected through interviews, document analysis and observations with four parents and four teachers in a special educational needs school in Emalahleni, accommodating learners with ASD. Only parents of learners with ASD and teachers working with children with ASD were included in the study. The findings of the study highlight the importance of parental involvement, benefits and barriers that are associated with parental involvement in the education of children with ASD. The researcher also reported on ways in which parental involvement in the education of children with ASD can be enhanced. The recommendations concluded that in order to promote academic success, the teachers and the parents need to work together. Lastly, the data obtained in this study can be used as a baseline for future research on the parental involvement in South Africa. Future research is needed in order to determine the barriers and benefits of parental involvement in the education of learners with ASD in South Africa.Inclusive Education
M. Ed. (Inclusive Education)
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Honore, Nicole Cherylyn. "Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER): applying sense of coherence theory as an intervention to positively influence parental well-being and family occupational identity within a special education program." Thesis, 2021. https://hdl.handle.net/2144/42555.
Full textAbstract:
Abundant research describes the prevalence of parenting stress among parents of children with disabilities. Children with disabilities requiring specialized instruction receive special education programming, but this factor can exacerbate stress in parents and interfere with positive mental health and family relationships. In school settings, intervention is directed at the student but fails to address the contextual day-to-day needs of parents experiencing greater stressors. There is scant evidence of the use or presence of structured, manualized intervention programs in schools to address the intense needs of parents of children with disabilities or of occupational therapy-led interventions on behalf of the parent as they emotionally process new special education programming territory. A strong sense of coherence (SOC) is important in positive parenting, health, and wellness. Low SOC has been associated with depression and stress and low parental coping capability. The SOC theory is valuable in explaining differences in individuals’ capacities to positively adapt to life challenges. A school-based, educational parent-intervention program, framed by a salutogenic SOC theory approach, which occurs during the school year, may prove useful to address parents’ diminished meaningful life occupations resulting from increased stress or lowered SOC. This inquiry aims to examine the relevance, need, and benefit of a school-based parental-intervention program for parents of children with disabilities, the Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER) program. Its intended purpose is to provide a special-education-based, parent-support and -empowerment group for parents of children receiving special education programming and supports.
39
Vorster, Wilna. "Ouerbegeleiding vir die kognitiewe ontwikkeling van die milieubenadeelde kleuter (Afrikaans)." Thesis, 2003. http://hdl.handle.net/2263/26736.
Full textAbstract:
The full text of this thesis/dissertation is not available online. Please contact us if you need access. Read the abstract in the section 00front of this document.Thesis (PhD (Nie-formele Onderwys))--University of Pretoria, 2006.
Orthopaedic Surgery
unrestricted
40
Rampana, Betty Masego. "Effectiveness of school intervention teams (SITs) in assisting learners with special educational needs in Gaborone community junior secondary schools." Diss., 2015. http://hdl.handle.net/10500/19622.
Full textAbstract:
The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method.
The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS).
The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs.Inclusive Education
M. Ed. (Inclusive Education)
41
Rampana, Betty Masego. "Effectiveness of school intervention team (SIT) in assisting learners with special educational needs in Gaborone community junior secondary schools." Diss., 2015. http://hdl.handle.net/10500/19622.
Full textAbstract:
The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method.
The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS).
The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs.Inclusive Education
M. Ed. (Inclusive Education)
42
Gilley, Tim. "Enhancing learning in early childhood within the family: evaluation of practice and theory in a multi-cultural context." Thesis, 2002. https://vuir.vu.edu.au/15286/.
Full textAbstract:
This thesis provides an analysis of a particular approach to enhancing learning in early childhood within the family. It involves an evaluation of practice and theory in an
educationally disadvantaged and multi-cultural community. The Home Instruction Program for Preschool Youngsters (HIPPY) has a 30 year history and was inttoduced into Australia in 1998 by the Brotherhood of St Laurence. It is a two-year intensive program with four and five-year-old children and their families. Current understanding of the importance of learning in the early years, and intensive adult-child communication, explain why programs such as HIPPY which engage parents as teachers of their young children can be effective.
Early learning experiences are at home. Later programs in school often appear to be inadequate to redress early disadvantage because they intervene too late and lack the
resources to provide the necessary adult-to-child input. The research reported here was an evaluation of the second intake of 33 children (32 families) into HIPPY in Australia. A triangulation research method involved (a) participant observation of the program, (b) interviews with stakeholders, and (c) an assessment of children in the program and in a matched comparison group. Direct testing and teacher assessment of children was undertaken in the areas of general development, literacy, numeracy and school behaviour during the children's first and second years of schooling. The research findings indicated that the program was well implemented at a number of different levels and that the overseas model can be successfully implemented in multi-cultural Australian conditions. The approach to the diverse language backgrounds of families was a major area of successful adaptation from the standard model. Both qualitative and quantitative data analysis indicated that the program enhanced children's school progress. The study identified lessons for future evaluation studies of the program in Australia. The research findings indicate an
encouraging start for HIPPY in Australia. In broader terms, the study points to the potential importance to disadvantaged children of well implemented home-based early childhood education programs.
43
Rosa, Cecelia Mary. "The influence of parental involvement, discipline and choice of values on the scholastic achievement of secondary school pupils, with special reference to the role of the father." Diss., 1994. http://hdl.handle.net/10500/17633.
Full textAbstract:
Summaries in English and AfrikaansText in English
The aim of this investigation was to determine whether values, the style of discipline and father involvement, influence achievement motivation in secondary school pupils. A survey of existing literature on this subject reveals that style of discipline does influence academic achievement. Baumrind's research is a major source of information in this regard. Research also indicates a positive correlation between academic achievement and the father's ability to assume the leadership role in the family. A positive correlation between the choice of values, for example religious, social, etcetera, and academic achievement is indicated in past research on academic achievement. An investigation done in a large rural town in South Africa, however, reveals no significant correlation between the above mentioned factors and academic achievement. However, a negative correlation between achievement and popularity as an important value, suggests that under-achievement is found more frequently among pupils whose parents value popularity highly.
Die doel van hierdie ondersoek was om te bepaal of waardes, die dissiplineringstyl en vaderbetrokkenheid, die kind se akademiese prestasie bei:nvloed. 'n Ondersoek van bestaande literatuur op hierdie gebied, wys daarop dat die dissiplineringstyl, akademiese prestasie bei:nvloed. Baumrind se studie is 'n belangrike bron van inligting in die verband. Navorsing dui op 'n positiewe korrelasie tussen akademiese prestasie en die vader se vermoe om die leierskapsposisie in die gesin te handhaaf Bestaande literatuur oor die onderwerp dui ook daarop dat die keuse van waardes, byvoorbeeld godsdienstige-, sosiale-, ensovoorts, positief korreleer met akademiese prestasie. 'n Ondersoek in 'n groot plattelandse dorp in Suid-Afiika, wys geen beduidende korrelasie tussen die bogenoemde aspekte en akademiese prestasie nie. 'n Negatiewe korrelasie tussen akademiese prestasie en gewildheid as waarde, word wel aangedui, wat suggereer dat leerlinge dikwels onderpresteer wanneer hulle ouers op gewildheid gesteld is.
Psychology of Education
M. Ed. (Psychology of Education)
44
Green, Jennifer. "Challenging disadvantage : the social outcomes of an early educational intervention within the family." Thesis, 2008. https://vuir.vu.edu.au/30100/.
Full textAbstract:
Recent decades have seen increasing empirical investigation of the value of early
educational intervention in challenging the inhibiting developmental effects of socioeconomic
and educational disadvantage. A range of interventions involving small
children and their families have been the focus of such research. The present
research was based upon an evaluation of the implementation by Glastonbury Child
and Family Services, a major family support agency in the regional centre of Geelong
in Victoria, of the Home Instruction Program for Preschool Youngsters program, now
known in New Zealand and Australia as the Home Interaction Program for Parents
and Youngsters (HIPPY). When the two-year version of HIPPY was introduced to
Australia in 1998, with newly arrived immigrant in inner Melbourne, it was formally
evaluated to be successful with that population. Soon after, in 1999, it was offered for
the first time to Australian-born, transgenerationally disadvantaged families of angloceltic
origin, in Geelong. This study has focused on the third implementation in
Geelong, once the program had been settled in with this new community. Two main
lines of inquiry were pursued. The first concerned whether the program operated as
planned within this particular context and the second was the examination of program
outcomes. The focus on program outcomes went beyond the expected cognitive or
learning readiness gains for children to explore the socio-emotional developmental
domain of learning readiness. Socio-emotional benefits to parents and Home Tutors
were also explored. Complementary qualitative and quantitative methodologies were
used with program participants at three points in time, once during the first year of the
program, once during its second year, and once during the year after its conclusion.
Each stage of data collection involved indepth interviews with family participants and
all staff of the program. Formal psychological assessments of aspects of the
developmental status of children were conducted at each stage. A strong attempt was
made to find a matched control or comparison group, but logistical and methodological
problems made this very difficult, such that the comparison group secured was
somewhat less disadvantaged than the HIPPY group. Nevertheless, the study found
that the HIPPY children kept pace in terms of learning readiness, and demonstrated
over time significantly greater gains in socio-emotional development than the comparison group. Parents and staff were also found to benefit socio-emotionally
from their participation in the Program. The indepth qualitative interview data revealed
changes to the quality of the parent-child relationship, as a function of the early
intervention, with parents reporting feeling closer to the child and an enhanced
security of attachment from the child to the parent within day-to-day interactions. The
study found that HIPPY was directed in general accordance with the standard model
of delivery, but with several areas of adaptation in response to the needs of the
particular population of families. The child's enthusiasm for the program and the
willingness of HIPPY staff to maintain a flexible approach to implementation were
found to be the most facilitative factors contributing to the Program's success. The
information produced was rich and allowed for the exploration of how participation in
the program may have led to the outcomes found. This line of inquiry raised the idea
that improvements in the quality of the parent-child relationship may have mediated
the positive socio-emotional outcomes found. The findings also suggested the value
of involving the interaction of the parent and the child in the intervention designed to
challenge disadvantage by changing developmental trajectories.
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Motsepe, Gaseope Franscina Malefyane. "Supporting parents of children with learning impairments." Diss., 2006. http://hdl.handle.net/10500/1972.
Full textAbstract:
The purpose of this study was to assess school-based psycho-educational support to parents of children with learning impairments and how the parents' needs differ according to the age of the child, the severity of the learning impairment and the educational status of the parent.
The study presents a literature review of the neuro-physiological origin of learning impairments, cognitive development, common problems experienced by children with learning impairments, the effects on the family of having a child with learning impairments and an overview of school support services in South Africa.
A survey study was used. Data was collected by means of a questionnaire. The results of the study showed that parents need to be equipped with knowledge and skills irrespective of the age of the child, the severity of the learning impairment, the number of years the child has been in special school and the educational status of the parents.Educational Studies
M.Ed. (Guidance and Counselling)
46
Pagé, Céline. "Perceptions et attentes d’enseignants du primaire et de parents d’élèves à risque à l’égard de la collaboration école-famille dans l’élaboration des plans d’intervention." Thèse, 2012. http://hdl.handle.net/1866/8803.
Full textAbstract:
Dans le contexte actuel de l’éducation, l’enfant est davantage placé au cœur des relations entre la famille, l’école et la communauté, et les parents sont invités à accompagner leur enfant tout au long de son parcours scolaire. Quant aux enseignants, ils sont conviés à collaborer de façon systématique avec les familles. La collaboration entre les enseignants et les parents devient donc une condition essentielle à la réussite scolaire des élèves, notamment avec ceux qui éprouvent des difficultés d’apprentissage.
Actuellement, dans nos écoles, la collaboration se situe principalement au niveau des communications obligatoires de base prescrites par le Régime pédagogique. En ce sens, Kalubi et Lesieux (2006) soulignent que le partenariat tant souhaité dans les documents officiels des ministères concernés ne transparaît pas toujours dans les pratiques quotidiennes. D’ailleurs, la littérature scientifique montre qu’il existe de nombreux obstacles liés à la collaboration école-famille-communauté, tout particulièrement lorsqu’il s’agit d’entretenir des relations harmonieuses avec les parents d’élèves à risque.
À cet égard, une plus grande participation parentale est sollicitée en vue d’intensifier la collaboration entre l’école et la famille. Effectivement, les enseignants désirent que les parents s’impliquent davantage auprès de leur enfant dans les travaux et les devoirs à la maison et, du côté des parents, ils se demandent souvent comment agir pour aider encore mieux leurs enfants dans leur apprentissage (Gouvernement du Québec, 2000).
Le plan d’intervention est un outil reconnu par les milieux scolaires pour aider l’élève à risque dans son cheminement scolaire puisqu’il sollicite la participation des parents et encourage la collaboration école-famille-communauté. De fait, il s’inscrit dans une démarche dynamique et prend appui sur une vision systémique de la situation de l’élève, ce qui permet de mieux identifier les besoins de l’élève à risque et d’y répondre adéquatement (Gouvernement du Québec, 2004).
En prolongement à ce que l’on connaît déjà sur la participation parentale et la collaboration école-famille-communauté, nous orientons cette recherche sur les perceptions et les attentes d’enseignants au primaire en classe ordinaire et de parents d’élèves à risque à l’égard de la participation parentale et de la collaboration école-famille dans le cadre de l’élaboration et du suivi du plan d’intervention.
Cette étude emprunte une approche de recherche qualitative de type exploratoire et elle est menée auprès de huit enseignants au primaire et de sept parents d’élèves à risque. Les participants ont délibérément été choisis pour leur représentativité par rapport à l’objet d’étude (Mongeau, 2009). Une procédure d’échantillonnage par volontariat a été appliquée et les données ont été recueillies par le biais d’entrevues semi-dirigées.
L’analyse des entrevues révèle que les parents participent au plan d’intervention parce qu’ils veulent soutenir et aider leur enfant dans leur cheminement scolaire. Il existe cependant de multiples façons pour les parents de participer à la réussite scolaire de leur enfant, celles-ci variant particulièrement selon leurs intérêts, leurs compétences et leurs disponibilités.
En ce qui concerne les enseignants, les entrevues nous dévoilent qu’ils ont globalement des perceptions positives à l’égard des parents, ce qui favorise grandement l’établissement de relations harmonieuses. Par contre, ils s’attendent à une plus grande participation parentale dans le suivi scolaire de l’enfant à la maison.
Tant d’un côté que de l’autre, les résultats indiquent qu’il faut favoriser davantage la participation des parents à l’élaboration et au suivi du plan d’intervention de l’élève à risque. Idéalement, les enseignants et les parents devraient s’enrichir mutuellement de leurs ressources et de leurs expertises complémentaires en créant des relations collaboratives plutôt que hiérarchiques. Ce niveau de collaboration est sans aucun doute celui qui favoriserait avantageusement la réussite scolaire des élèves à risque.In today’s education context, the student is placed in the center of the relations between the family, the school and the community. Parents are invited to help their children all along their schooling and teachers are asked to systematically collaborate with families. The collaboration between teachers and parents is therefore an essential condition of the student achievement and it is even more important for students with learning disabilities. Currently in our schools, the collaboration is being mainly maintained at the obligatory basic communications level which is prescribed by the Pedagogic System. Kalubi and Lesieux (2006) indicate that the so desired partnership in official documentation from concerned ministries does not transpire in day to day school practices. Furthermore, scientific literature as shown that there are obstacles to family-school-community partnership especially in regards to keeping harmonious relations with parents of special needs students. Furthermore, even greater parent participation is sought in order to intensify the collaboration between the school and the family. Teachers wish for parents to get more involved with their children in order to accompany them in their school projects and homework. Parents are often asking themselves how to act in order to help even more their children in their homework and learning activities (Government of Quebec, 2000). The individualized education plan is a tool recognized by schooling communities to help the special needs student in their learning activities as it involves parent participation and promotes the family-school-community partnership. The individualized education plan is at the core of a dynamic plan of action which is based on a systemic vision of the student situation in order to better identify the specific needs of the special needs student and to respond to these adequately (Government of Quebec, 2004). In the continuation of what we already know about parent participation and family-school-community partnership, this research is about both perceptions and expectations of teachers and parents of special needs students in elementary school in regards to parent participation and family-school-community partnership in the preparation and follow-up of the individualized education plan. This study is using a qualitative approach of the exploration type with eight teachers in elementary school and seven parents of special needs students. These participants were deliberately chosen for their representativeness in regards to the study (Mongeau, 2009). A process of voluntary sampling was put in place and the data was collected via semi-directed interviews. Data analysis extracted from these voluntary interviews reveals that parent participate in the individualized education plan because they want to help and support and their child in their learning activities. It appears that there are many different ways and levels of engagement for parents to participate in their child’s student achievement. These different ways and level of engagement varies depending on parent’s interests, skills and availability. In regards to teachers, the data extracted from their interviews shows that they have a global positive perception in regards to parents which greatly helps to establish harmonious relationships between them. On the other hand, teachers are expecting greater involvement of parents in their child learning activities at home. On both teacher and parent side, results indicate that parent participation must be facilitated in the preparation, execution and follow-up of the individualized education plan. Ideally teachers and parents should mutually benefit from each other resources and knowledge based on a collaborative relationship instead of a hierarchical one. Such collaborative relationship between teachers and parents would be, without a doubt, the best approach to help special needs students in their school success.
47
Dhurumraj, Thasmai. "Contributory factors to poor learner performance in Physical Sciences in KwaZulu-Natal Province with special reference to schools in the Pinetown District." Diss., 2013. http://hdl.handle.net/10500/13343.
Full textAbstract:
The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested.Education
M.ED (Curriculum Studies)
48
Sello, Theresia Mamakonyane. "An orthopedagogical perspective on the attitudes of Xhosa parents toward the education of their cerebral palsied children." Diss., 1995. http://hdl.handle.net/10500/17710.
Full textAbstract:
Parents of cerebral palsied children have the duty of
educating and leading their children towards adulthood.
Parents, as educators, must know about cerebral palsy
and its effects on the child and the whole family. The
success of the parents in assisting the child is
influenced by numerous factors.
One factor is the manner in which parents understand
·themselves as parents of a cerebral palsied child. Such
an understanding directs their behaviour positively or
negatively. Another factor is the involvement of parents
in the child' life. Involvement demands perseverence,
dedication, and understanding of cerebral palsy.
Parents may also experience feelings of frustration or
acceptance. Experience influences the quality of
relationships as well as the parents' view of life and
the quality of their educational role. If parents lack
understanding, have an apathetic involvement and
unpleasant experiences, the progress of a cerebral
palsied child towards adulthood will be hampered.Teacher Education
M. Ed. (Orthopedagogics)
49
Brand, Marlette Cornelia. "Coping skills for parents of children with barriers to learning." Diss., 2005. http://hdl.handle.net/10500/1846.
Full textAbstract:
Past research has shown that one of the most traumatic emotional experiences parents face is the diagnosis of having a child with barriers to learning. For various reasons they do not always receive the necessary follow-up professional support after diagnosis.
This study was undertaken with the specific aims of identifying various coping skills that enable these parents to raise their children to their full potential, to determine the value of these coping skills for parents, to identify strengths, weaknesses, opportunities and threats in such households and to make recommendations on appropriate approaches and strategies.
The study revealed that parents are able to make changes in their approach and behaviour to adapt to the new stressful environment. Restraining factors having a negative impact on the functioning of parents or families have been identified, together with identification of various opportunities and driving forces that serve as the foundation for mitigating, accepting and dealing with the problem. Based on these findings, recommendations are made to provide guidelines to advise and support parents in raising children with barriers to learning.Educational Studies
M.Ed. (Guidance and Counselling)
50
Swart, Hanri. "Gevolge van gebrekkige ouerbetrokkenheid by leerders met Fetale Alkohol Sindroom soos ervaar deur onderwysers in die Wes-Kaap : 'n kwalitatiewe studie." Diss., 2020. http://hdl.handle.net/10500/26960.
Full textAbstract:
Hierdie studie het op die gevolge van gebrekkige ouerbetrokkenheid by leerders met fetale alkoholsindroom (FAS), soos ervaar deur onderwysers in die Wes-Kaap, gefokus. Daar is gebruik gemaak van ’n kwalitatiewe navorsingsproses waar nege in-diepte onderhoude met onderwysers gevoer is. Die onderwysers is gevra om hulle geleefde ervaringe te deel oor die gevolge van gebrekkige ouerbetrokkenheid asook die faktore wat ouers verhoed om aktief betrokke te raak by die opvoeding, dissiplinering en ondersteuning van hulle kinders met FAS.
Die navorser wou juis onderwysers se ervaringe ondersoek, aangesien hulle bewus is van die gevolge van gebrekkige ouerbetrokkenheid en die invloed wat dit op ’n leerling met FAS mag hê. Geen navorsing wat spesifiek konsentreer op onderwysers se ervaringe van die gevolge van gebrekkige ouerbetrokkenheid in die Wes-Kaap is tans beskikbaar nie. Die voorkoms en voorkoming van fetale alkoholsindroom is ’n onderwerp wat nou baie aandag ontvang, alhoewel navorsing tot op hede selde op die betrokkenheid van ouers en die negatiewe gevolge van onbetrokke ouers op FAS leerders gefokus het.
Die studie poog ook om lig te werp op die unieke uitdagings wat leerders met FAS ten opsigte van dissipline openbaar, asook onderwysers se ervaringe van leerders met FAS. Die invloed wat gebrekkige ouerbetrokkenheid op ’n leerder met FAS se gedrag en selfs die leerder se toekoms mag hê, word ook ondersoek.This research project was done to determine what the consequences are for children with foetal alcohol syndrome (FAS) when their parents are uninvolved, as experienced by teachers in the Western Cape. A qualitative approach was used to conduct nine in-depth interviews with teachers. The teachers were asked to share their lived experiences about the consequences of parents being uninvolved as well as the factors that stop parents from being involved in their children’s schooling, disciplining and provision of support. The researcher aimed to investigate the experiences of teachers since they are aware of the consequences of lacking parental involvement and the influence it may have on a child with FAS. Currently, there is no research in the Western Cape that specifically centres around the teachers’ experiences of lacking parent involvement and the consequences thereof. Research has been done on the prevalence and prevention of FAS although little attention has been given to the role of a parent and their involvement and the possible negative consequences when the parents are uninvolved. The study also aimed to shed light on the unique challenges FAS learners pose in terms of discipline as well as the influences that a lack of parenting may have on a FAS child’s behaviour and consequently their future.
Olu phando lwenziwa ngenjongo yokuqwalasela iziqhamo zokuchaphazeleka butywala kubantwana abesesesibelekweni, le nto kuthiwa yifoetal alcohol syndrome (FAS) ngesiNgesi. Kwaqwalaselwa ezi ziqhamo kubantwana abasesikolweni, xa abazali babo bengathathi nxaxheba emfundweni yabo, ngokwamava eetitshala zephondo laseNtshona Koloni. Kwasetyenziswa uphando olusekelwe kwiingxoxo nokuzathuza, ngokuqhuba udliwano ndlebe olunzulu neetitshala ezilithoba. Ezi titshala zacelwa ukuba zibalise ngamava azo ngeziqhamo zokungazibandakanyi kwabazali kwakunye nezinto ezibangela ukuba bangazibandakanyi abazali ekufundeni kwabantwana babo, ekubaqeqesheni nasekubaxhaseni. Umphandi wayejolise ekuphandeni amava eetitshala kuba zona ziyazibona iziqhamo zokungazibandakanyi kwabazali nendlela le nto inokumchaphazela ngayo umntwana one-FAS. Sithetha nje, alukho uphando eNtshona Koloni olugxininisa kumava eetitshala malunga nokungazibandakanyi kwabazali neziqhamo zoko. Lukhona uphando olwenziweyo ngokuxhaphaka nokuthintela i-FAS kodwa ayikafumani ngqwalasela indima yomzali nokuzibandakanya kunye neziqhamo ezibi zokungazibandakanyi kwabazali. Olu phando lwalukwajolise ekuboniseni imingeni eveliswa ngabantwana abane-FAS xa beqeqeshwa, kunye nefuthe lokungabikho kwenkxaso yobuzali emntwaneni one-FAS kwisimilo sakhe nekamva lakhe.
Educational Studies
M. Ed. (Sosio-Opvoedkunde)