Procedural Safeguards in Special Education: Metropolitan Parent's Perceptions on Parent Involvement

Autor/in	Primiano, Melissa L.
Titel	Procedural Safeguards in Special Education: Metropolitan Parent's Perceptions on Parent Involvement
Quelle	(2013), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-6739-7
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Parent Rights; Disabilities; Metropolitan Areas; Access to Information; Informed Consent; Knowledge Level; Information Seeking; Parent School Relationship; Empowerment; Parent Participation; School Law; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternrecht; Handicap; Behinderung; Ballungsraum; Wissensbasis; Informationserschließung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Law concerning schools; Schulrecht; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	Parents are important stakeholders in their children's special education program, but understanding the special education process can be complicated and overwhelming. Further, it is unclear how parents are informed about procedural safeguards within the process for their children and themselves, the extent of their understanding, and whether and how this information is actually used by families. This classic qualitative study explored the perceptions that parents of children with disabilities have when trying to understand the procedural safeguards in special education. Nine parents who had a child in special education in a Northeastern metropolitan area were the participants for this study. Data were collected through individual and group interviews using specific protocols, were coded using a priori and inductive codes, and were analyzed for themes and categories. The results indicated that parents are not well informed about their rights under procedural safeguards, the participants go to outside community agencies to gain information about their rights, it was expressed that if the procedural safeguards were explained by the school district to the parents they would feel a sense of empowerment and able to be positively involved in their children's special education program. The results from this study support the need to develop a program that can be shared with public schools to ensure that parents are provided with information about procedural safeguards, so that they can feel a sense of empowerment, which enables them to be involved in their children's special education program. When parents and school professionals work together, the child meets with academic success. [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	2020/1/01