Exceptional Lives: Parents' Stories

Autor/in	Brackenreed, Darlene G.
Titel	Exceptional Lives: Parents' Stories
Quelle	In: Exceptionality Education International, 29 (2019) 1, S.97-115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Parent Attitudes; Caregiver Attitudes; Barriers; Child Rearing; Adults; Developmental Disabilities; Parent School Relationship; Community Services; Foreign Countries; Access to Education; Social Services; Family School Relationship; Parent Participation; School Entrance Age; Inclusion; Evaluation Methods; Student Placement; Faculty Development; Educational Resources; Advocacy; Independent Living; Interpersonal Relationship; Canada + Suchen Sie Ihr Suchwort? Elternverhalten; Kindererziehung; Entwicklungsstörung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Gemeindenahe Versorgung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Social service; Soziale Dienstleistung; Soziale Dienste; Elternmitwirkung; Einschulungsalter; Inklusion; Schülerpraktikum; Bildungsmittel; Sozialanwaltschaft; Selbstverantwortung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kanada
Abstract	This phenomenological research study examined the perspectives of parents and caregivers of persons with low-incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to determine what, if any, barriers they face in providing the best life possible for their children. All of the adult children in question sustained a developmental disorder, were 20 years of age or older, had completed high school, and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence, and friendship. All of the participants had faced numerous challenges in the rearing of their children, particularly in dealing with schools and community agencies. In general, the participants did not feel that they had an active and respectful role in their child's education or a satisfying relationship with their child's school. In addition, participants reported that community services were stretched thin and that the demands for meeting eligibility criteria were often confusing, frustrating, and exhausting. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01