東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

School Supports for Parents of Special Education: An Observational Study of the Individualized Education Plan Process for Families with Children with Autism.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Supports for Parents of Special Education: An Observational Study of the Individualized Education Plan Process for Families with Children with Autism./
Author:	Castro, Gabriela.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	102 p.
Notes:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
Subject:	Disability studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29168040
ISBN:	9798438784852

School Supports for Parents of Special Education: An Observational Study of the Individualized Education Plan Process for Families with Children with Autism.
Castro, Gabriela.

School Supports for Parents of Special Education: An Observational Study of the Individualized Education Plan Process for Families with Children with Autism. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 102 p.

Source: Masters Abstracts International, Volume: 83-12.

Thesis (M.S.)--Tufts University, 2022.

This item must not be sold to any third party vendors.

Navigation of the special education system can prove to be complex and often overwhelming experience for many parents and caregivers. For families who have an autistic child, understanding the underlying processes and policies that act as the foundational backbone for the special education system, have been recognized within the research as being critical factors that impact families success in accessing school-related services that satisfy the needs of the student (Kurth et al., 2019; Smith et al.,2020). Additionally, for individuals with Autism Spectrum Disorder (ASD), the Individualized Education Program acquired through special education system, serves as the primary vessel in which ASD related services are accessed (Wei et al., 2015). Consequently, not all children with ASD and their families will receive services via an IEP in an appropriate timeframe or at an appropriate level. Not only do these service gaps and dissatisfaction with IEP services disproportionately impact racial and ethnic minorities as well as low-income families, but such populations are also less likely to even receive an IEP (Harstad, Huntington, Bacic, & Barbaresi, 2013; Hughes, Valle-Riestra, & Arguelles, 2002; Slade, Eisenhower, Carter, & Blacher, 2018). The cur-rent study used and IEP Satisfaction Survey (created by the study team) to understand how school systems were currently supporting parents in navigating the complex system that is special education. The main research question posed was, what school supports exist within public school systems, that are being accessed by families with an autistic child, to aid in the process of their child's Individualized Educational Program. A total of 11 parent/caregiver participants completed this survey. Results indicated that less than 50% of participants reported having experienced any form of school provided supports. Additionally, the current study also conducted an exploratory analysis to measure parent/caregiver level of satisfaction with services their child received through their IEP, between two racial groups (Hispanic and White). Total sample for this analysis was eight, four par-ticipants for each racial group. Due to the small size, no generalizable claims could be made about race as a determinant factor for parent/caregiver level of satisfaction with their child's IEP.

ISBN: 9798438784852Subjects--Topical Terms:

543687
Disability studies.
Subjects--Index Terms:

Autism spectrum disorder

School Supports for Parents of Special Education: An Observational Study of the Individualized Education Plan Process for Families with Children with Autism.
LDR:03648nmm a2200409 4500 001 2350592
005 20221020130026.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798438784852
035 $a (MiAaPQ)AAI29168040
035 $a AAI29168040
040 $a MiAaPQ $c MiAaPQ
100 1 $a Castro, Gabriela. $3 3690090
245 1 0 $a School Supports for Parents of Special Education: An Observational Study of the Individualized Education Plan Process for Families with Children with Autism.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 102 p.
500 $a Source: Masters Abstracts International, Volume: 83-12.
500 $a Advisor: Crehan, Eileen.
502 $a Thesis (M.S.)--Tufts University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Navigation of the special education system can prove to be complex and often overwhelming experience for many parents and caregivers. For families who have an autistic child, understanding the underlying processes and policies that act as the foundational backbone for the special education system, have been recognized within the research as being critical factors that impact families success in accessing school-related services that satisfy the needs of the student (Kurth et al., 2019; Smith et al.,2020). Additionally, for individuals with Autism Spectrum Disorder (ASD), the Individualized Education Program acquired through special education system, serves as the primary vessel in which ASD related services are accessed (Wei et al., 2015). Consequently, not all children with ASD and their families will receive services via an IEP in an appropriate timeframe or at an appropriate level. Not only do these service gaps and dissatisfaction with IEP services disproportionately impact racial and ethnic minorities as well as low-income families, but such populations are also less likely to even receive an IEP (Harstad, Huntington, Bacic, & Barbaresi, 2013; Hughes, Valle-Riestra, & Arguelles, 2002; Slade, Eisenhower, Carter, & Blacher, 2018). The cur-rent study used and IEP Satisfaction Survey (created by the study team) to understand how school systems were currently supporting parents in navigating the complex system that is special education. The main research question posed was, what school supports exist within public school systems, that are being accessed by families with an autistic child, to aid in the process of their child's Individualized Educational Program. A total of 11 parent/caregiver participants completed this survey. Results indicated that less than 50% of participants reported having experienced any form of school provided supports. Additionally, the current study also conducted an exploratory analysis to measure parent/caregiver level of satisfaction with services their child received through their IEP, between two racial groups (Hispanic and White). Total sample for this analysis was eight, four par-ticipants for each racial group. Due to the small size, no generalizable claims could be made about race as a determinant factor for parent/caregiver level of satisfaction with their child's IEP.
590 $a School code: 0234.
650 4 $a Disability studies. $3 543687
650 4 $a Education. $3 516579
650 4 $a Psychology. $3 519075
650 4 $a Special education. $3 516693
650 4 $a Individual & family studies. $3 2122770
653 $a Autism spectrum disorder
653 $a Family-engagement
653 $a Individualized education plan
653 $a School supports
653 $a Service gap
653 $a Special education
690 $a 0201
690 $a 0515
690 $a 0621
690 $a 0529
690 $a 0628
710 2 $a Tufts University. $b Child Development. $3 1024814
773 0 $t Masters Abstracts International $g 83-12.
790 $a 0234
791 $a M.S.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29168040