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Record identifier : 569914
Personal Name - Primary Intelectual Responsibility : Corwell, Anne K
Title and statement of responsibility : Parents of children with learning disabilities and their emotional responses to educational programming [Thesis]
Publication, Distribution,Etc. : Widener University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : D.Ed.
Body granting the degree : , Widener University
Summary or Abstract : On the basis of the parents' phase of acceptance/denial, the study examined perspectives of parents of children with a specific learning disability. A sample of forty-five parents were contacted in order to be interviewed. Focus Groups consisted of parents of students who were newly identified, have been identified for two to four years, and have been identified for more than five years. After the Focus Groups concluded, three follow up interviews occurred from selected participants in each group. The follow up interviews provided depth on broadly discussed topics from the Focus Groups. The informants were selected from the Focus Group participants in order for the researcher to learn about key characteristics that emerged from the group discussion. The study sought to identify differences in speech patterns, words, and response patterns of parents as they went through the various emotional phases. The study also sought answers to the following question: As a parent learns that his/her child has a learning disability, what are the themes or response patterns that emerge as parents move through emotional phases? From observing the themes, the researcher will suggest techniques for teachers, principals, and special education staff to assist parents. Six important patterns emerged from the data. These patterns were: Grief Phases/Emotions, Future Challenges, Struggle/Frustration, School Support, Seeking Outside Support, and Listen to parents. Body Language was also observed during the three Focus Groups. Based upon the outcomes of the focus groups and interviews, both actions of professionals and life transitions affected the phases of parents' acceptance. School professionals must assist parents through the phases of acceptance by developing a relationship with the parents..
Topical Name Used as Subject : Educational sociology
: School administration
: Special education
Information of biblio record : TL
 
 
 
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