El Conocimiento es Poder: An Examination of Language Impacts on Caregivers' Knowledge of Special Eductation

Autor/in	Dalley, Madalyn
Titel	El Conocimiento es Poder: An Examination of Language Impacts on Caregivers' Knowledge of Special Eductation
Quelle	(2023), (70 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, University of Colorado at Denver
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0478-6
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Knowledge Level; Child Caregivers; Students with Disabilities; Laws; English; Spanish Speaking; Caregiver Attitudes; Parent Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Wissensbasis; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Law; Recht; English language; Englisch; Elternverhalten
Abstract	Special education knowledge may be a key factor for caregivers when accessing services at school however, few studies have compared linguistic differences while highlighting Spanish-speaking families' experiences (Burke et al, 2021; Trainor, 2010), A quasi-experimental survey design was selected to quantitatively answer the following research questions: (1) Among English and Spanish-speaking families of children with disabilities what differences exist in their knowledge of special education rights? (2) Among English and Spanish-speaking families of children with disabilities, what differences exist in their knowledge of special education laws? (3) Among English and Spanish-speaking families of children with disabilities, what differences exist in the perception of special education-related services? Findings indicate that caregivers see themselves as experts of their child's disability and struggle to discern clinical and school terminology. There was a statistically significant positive relationship was found between caregivers' perception of trust in the school to make the best decision for their child and the degree to which they felt their child was adequately supported at school. A positive correlation was also present between caregivers' perceptions that their child was appropriately supported at school and that special education was actually helping their child meet their goals In the Spanish-speaking condition, participants showed stronger correlational relationships in the aforementioned areas than their monolingual counterparts. Spanish-speaking respondents also reported a statistically significant correlation between feeling alone because they have a child with a disability and feeling that no one understands their child's disability. [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	2024/1/01