From the Sides of the Fence: Images of Two Faculty Members in a Federally Funded Vocational Training Program for the Intellectually Disabled

Autor/inn/en	Pohl, Bernardo E.; Tiwari, Ashwini
Titel	From the Sides of the Fence: Images of Two Faculty Members in a Federally Funded Vocational Training Program for the Intellectually Disabled
Quelle	In: Journal of Ethnographic & Qualitative Research, 16 (2022) 4, S.309-323 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Vocational Education; Students with Disabilities; Intellectual Disability; Teaching Experience; Special Education; Teacher Background; Urban Schools; Adult Education; Higher Education; Success; Barriers; Attitudes toward Disabilities + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erfolg
Abstract	The purpose of the present study was to explore self-reflections about the experiences of two faculty members with a special education background in a federally funded program at an urban university in order to advance the vocational training of individuals with developmental disabilities. The implementation of programs that provide education and training to adults with learning and intellectual disabilities has become popular in higher education. Nevertheless, few studies have explored the narrative of students and/or faculty in these programs. In the present study, we used narrative inquiry (Clandinin & Connelly, 1995) as the methodology to explore the moments of success, triumphs, tensions, and conflicts generated during the duration of the program. As such, we used narrative inquiry to live and relive the moments experienced by the co-principal investigators in the program. This self-reflective study illuminated what made the grant successful, examined the moments of tribulation, and offered insight into the promises of implementing such programs. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-760-9484; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01