Literaturnachweis - Detailanzeige
| Autor/inn/en | Williams-Diehm, Kendra L.; Brandes, Joyce A.; Chesnut, Pik Wah; Haring, Kathryn A. |
|---|---|
| Titel | Student and Parent IEP Collaboration: A Comparison across School Settings |
| Quelle | In: Rural Special Education Quarterly, 33 (2014) 1, S.3-11 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051403300102 |
| Schlagwörter | Individualized Education Programs; Comparative Analysis; Student Participation; Parent Participation; Special Education Teachers; Rural Schools; Urban Schools; Suburban Schools; Teacher Surveys; Rural Urban Differences; Cooperation; Self Determination; Graduate Students Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Stadt-Land-Beziehung; Co-operation; Kooperation; Selbstbestimmung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin |
| Abstract | The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log linear analyses to show possible differences in groups. Special education teachers in rural environments reported significantly higher rates of parent and student involvement and participation in IEP meetings than their counterparts in urban and suburban environments. Results are discussed and suggestions and implications for practitioners are provided. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
