Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Zoe R.; Krieg, Dana Balsink |
|---|---|
| Titel | Barriers and Recommendations from Parents in Rural Areas: Experiences with Individualized Education Programs |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 3, S.153-168 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Smith, Zoe R.) ORCID (Krieg, Dana Balsink) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221092764 |
| Schlagwörter | Barriers; Rural Areas; Parent Attitudes; Individualized Education Programs; Preschool Children; Preschool Education; Parent Participation; Experience; Federal Programs; Low Income Students; Social Services; Parent School Relationship; Special Education Rural area; Ländlicher Raum; Elternverhalten; Individualized education program; Individualisierendes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternmitwirkung; Erfahrung; Social service; Soziale Dienstleistung; Soziale Dienste; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen |
| Abstract | This study explored the experiences of Head Start parents who were becoming involved in their pre-school-age children's Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and recommendations to alleviate these barriers. Qualitative analysis with thematic coding was used to interpret the data. Results indicated that parents believed they lacked necessary information that could increase their advocacy for their children and reported the wording of the IEP was too difficult to understand. In addition, parents felt that their negative emotions barred them from being active members at IEP meetings. Parents noted that Head Start's encouragement and positive parent-teacher communication helped alleviate some barriers but believed that a yearly class on IEPs and more frequent one-on-one meetings would help them become better advocates for their young children. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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