Fathers' and Mothers' Experiences with Participation in Part C of the Individuals with Disabilities Education Act Early Intervention Process

Autor/in	Baden, Kristin Marie
Titel	Fathers' and Mothers' Experiences with Participation in Part C of the Individuals with Disabilities Education Act Early Intervention Process
Quelle	(2012), (343 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-3367-2
Schlagwörter	Hochschulschrift; Dissertation; Educational Legislation; Federal Legislation; Early Intervention; Fathers; Mothers; Parent Participation; Parent Attitudes; Infants; Toddlers; Family Structure; Developmental Disabilities; Phenomenology; Interviews; Caring; Altruism; Trust (Psychology) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsrecht; Schulgesetz; Bundesrecht; Mother; Mutter; Elternmitwirkung; Elternverhalten; Infant; Toddler; Toddlers; Kleinkind; Infants; Familienkonstellation; Familiensystem; Entwicklungsstörung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Care; Pflege; Sorge; Betreuung; Altruistic behavior; Altruismus
Abstract	Part C of the Individuals with Disabilities Education Act (IDEA) includes a provision for states to provide early intervention (EI) for infants and toddlers demonstrating developmental challenges. Limited data identify how parents, and especially fathers, feel about their experiences participating in Part C EI. This study investigated how fathers and mothers described their experiences with the EI process including how the process supported parent participation and needs, how parents viewed their contributions to the EI process, and the different experiences of mothers and fathers. Ecological, developmental, and family systems theories provided a framework for this phenomenological study. In-depth interviews were used to explore the experiences of 10 fathers and 10 mothers. Data analysis procedures included the development of individual participant summaries, the development of a composite description, and the organization of key messages to develop eight primary themes. Findings showed that both fathers and mothers described themselves as active participants in EI when they felt supported and informed. Parents wanted EI professionals to communicate effectively, individualize interventions, and demonstrate care and compassion. Fathers identified some initial skepticism and resistance and both fathers and mothers described uncertainty about many aspects of the EI process; however, they also appreciated the services they received. Implications for positive social change include providing EI professionals with information on effective methods and unique opportunities within the EI system that impact the development of collaborative relationships with caregivers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10