Caregiver Perspectives in Preschool Special Education

Autor/in	Wong, Eanice
Titel	Caregiver Perspectives in Preschool Special Education
Quelle	(2023), (68 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, University of Colorado at Denver
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1422-8
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Special Education; Child Caregivers; Caregiver Attitudes; Language Minorities; Cultural Differences; Minority Groups; Experience; Culturally Relevant Education; Group Membership; Parents; Whites; Family School Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Sprachminderheit; Kultureller Unterschied; Ethnische Minderheit; Erfahrung; Gruppenzugehörigkeit; Eltern; White; Weißer
Abstract	Caregiver engagement plays an important role in preschool special education (SPED). For culturally and linguistically minoritized (CLM) families, barriers such as limited English proficiency and limited knowledge related to diagnoses and services may negatively impact their experience of the SPED process (Lamorey, 2002; Sturm et al., 2021). The purpose of this study was to explore the perspectives and experiences of preschool caregivers in the United States, with a focus on CLM families and those of children receiving preschool SPED services. An online survey was distributed to preschool caregivers (N = 67) across the United States. Caregivers answered questions about their and their child's demographics, their sense of belonging, and culturally responsive practices and sense of belonging at their child's school. Parents of preschoolers receiving SPED services also answered questions regarding perceived level of support throughout the SPED process. Findings suggest that families from minoritized backgrounds experience the preschool education in a way that is more negative and less supportive than White families. Results and implications for school-based practitioners are discussed regarding practices within the preschool SPED process. Future research is needed to further explore qualitative data investigating specific factors that contribute towards a caregiver's sense of belonging and aspects of caregiver-school partnerships that successfully contribute towards a positive schooling experience, particularly in preschool SPED. [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