東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Early Childhood Special Education: E...

Myers, Kelsey L.

FindBook

Google Book

Amazon

博客來

Early Childhood Special Education: Evaluating Parental Experiences to Improve Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early Childhood Special Education: Evaluating Parental Experiences to Improve Practices./
作者:	Myers, Kelsey L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	94 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
Contained By:	Dissertations Abstracts International85-02B.
標題:	Psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30637341
ISBN:	9798380146838

Early Childhood Special Education: Evaluating Parental Experiences to Improve Practices.
Myers, Kelsey L.

Early Childhood Special Education: Evaluating Parental Experiences to Improve Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 94 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: B.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2023.

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

This study explores the experiences of families of young children with disabilities through the early childhood special education process in order to discuss supports that families found most helpful and identify areas in which additional support is required. The goal of this study is to inform practitioners within the early childhood special education process on how to best support families. A qualitative research approach allowed participants to share their stories, perspectives, and experiences in their own words. Eight families of young children who recently experienced Early Intervention, Committee on Preschool Special Education (CPSE) services, and Committee on Special Education (CSE) service transitions were recruited to participate in individual interviews via Zoom. Through the process of thematic analysis, a total of 10 themes were identified. Results of this study suggest that parents report increased levels of satisfaction with early childhood special education (early intervention/ preschool services) when compared to school-aged (kindergarten) services. In addition, sharing information, seeking information from others, and sharing student strengths were reported to be helpful factors in their experience. Furthermore, parents report that additional information/ resources, parents support groups, and future planning would be beneficial throughout this process.

ISBN: 9798380146838Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Early childhood

Early Childhood Special Education: Evaluating Parental Experiences to Improve Practices.
LDR:02673nmm a2200397 4500 001 2396067
005 20240603070944.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380146838
035 $a (MiAaPQ)AAI30637341
035 $a AAI30637341
040 $a MiAaPQ $c MiAaPQ
100 1 $a Myers, Kelsey L. $3 3765592
245 1 0 $a Early Childhood Special Education: Evaluating Parental Experiences to Improve Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 94 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
500 $a Advisor: Zibulsky, Jamie.
502 $a Thesis (Psy.D.)--Fairleigh Dickinson University, 2023.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study explores the experiences of families of young children with disabilities through the early childhood special education process in order to discuss supports that families found most helpful and identify areas in which additional support is required. The goal of this study is to inform practitioners within the early childhood special education process on how to best support families. A qualitative research approach allowed participants to share their stories, perspectives, and experiences in their own words. Eight families of young children who recently experienced Early Intervention, Committee on Preschool Special Education (CPSE) services, and Committee on Special Education (CSE) service transitions were recruited to participate in individual interviews via Zoom. Through the process of thematic analysis, a total of 10 themes were identified. Results of this study suggest that parents report increased levels of satisfaction with early childhood special education (early intervention/ preschool services) when compared to school-aged (kindergarten) services. In addition, sharing information, seeking information from others, and sharing student strengths were reported to be helpful factors in their experience. Furthermore, parents report that additional information/ resources, parents support groups, and future planning would be beneficial throughout this process.
590 $a School code: 0287.
650 4 $a Psychology. $3 519075
650 4 $a Special education. $3 516693
650 4 $a Early childhood education. $3 518817
650 4 $a Disability studies. $3 543687
653 $a Early childhood
653 $a Parental experiences
653 $a Disabled children
690 $a 0621
690 $a 0529
690 $a 0518
690 $a 0201
710 2 $a Fairleigh Dickinson University. $b School Psychology. $3 3431694
773 0 $t Dissertations Abstracts International $g 85-02B.
790 $a 0287
791 $a Psy.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30637341