An Analysis of Haitian Parents' Perceptions of Their Children with Disabilities

Autor/in	Gregoire, Josee
Titel	An Analysis of Haitian Parents' Perceptions of Their Children with Disabilities
Quelle	(2010), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Florida International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-4391-0
Schlagwörter	Hochschulschrift; Dissertation; Locus of Control; Parent Participation; Academic Achievement; Disabilities; Coping; Parent School Relationship; Literacy; School Personnel; Latin Americans; Immigrants; Parent Attitudes; Interviews; Creoles; English (Second Language); Second Language Learning; Parent Role; Acculturation; Haiti + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; Schulleistung; Handicap; Behinderung; Bewältigung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Schulpersonal; Latin America; People; Lateinamerika; Bevölkerung; Volk; Immigrant; Immigrantin; Immigranten; Elternverhalten; Interviewing; Interviewtechnik; Kreole; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Parental role; Elternrolle; Akkulturation
Abstract	Parental involvement is an integral part of the educational system in the U.S. Yet, parents from non-mainstream racial/ethnic backgrounds have not fully grasped the nature of parental involvement expectations in the educational process and how these expectations may impact student achievement. The purpose of this study was to identify Haitian parents' perceptions of their children with disabilities and the education these children were receiving. Several authors have conducted studies on parents of children with disabilities to better gain an understanding of the level of their involvement with their children's education, their perceptions of the children, and their views on the school system (Harry, 1992a, 1992b). In this study, Haitian parents of children with disabilities were interviewed using an interview protocol. Through these interviews, this study explored 10 Haitian parents' perceptions of their child with a disability, the education the child was receiving, their interaction with the school system, and how the disability had affected their relationship with their child and their involvement with the school. Findings of the present study revealed that these Haitian parents seldom disagreed with school personnel and did not seem to fully grasp the different methods available to address their concerns as parents of children with disabilities nor the role they were expected to play in the process. The majority did not have basic literacy skills in Creole or English. The parents in this study were overwhelmed by school written communication. Additionally, this study discovered that parents' perceptions were guided by two core concepts: coping mechanisms and locus of control. Parents with an internal locus of control, who tended to be more educated, focused inward to find solutions to problems encountered. Those with an external locus of control relied on outside influences to resolve their problems. Parental involvement was strongly influenced by their values, beliefs, customs, and conceptual knowledge about disability; all closely aligned with culture and acculturation. Overall, these parents' perceptions greatly influenced their thoughts and behaviors when they realized that their children with disabilities might fall short of their immigrant dreams of success they held for these children. [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	2017/4/10