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"I wish I could tell them how I feel...

Stoughton, Edyth Ann.

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"I wish I could tell them how I feel": Sharing the stories of young people labeled emotionally disturbed and their families.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"I wish I could tell them how I feel": Sharing the stories of young people labeled emotionally disturbed and their families./
作者:	Stoughton, Edyth Ann.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2043.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094150

"I wish I could tell them how I feel": Sharing the stories of young people labeled emotionally disturbed and their families.
Stoughton, Edyth Ann.

"I wish I could tell them how I feel": Sharing the stories of young people labeled emotionally disturbed and their families. - 280 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2043.

Thesis (Ph.D.)--Indiana University, 2003.

Students who are labeled emotionally disturbed by schools often exhibit complex needs and troubling behaviors causing them to be the most difficult to educate and the least responsive to the array of available special education therapeutic interventions of all students in special education. There is some agreement that the education of young people with these kinds of labels is, in many ways, a failed enterprise. Graduation rates for these students are low, with the 1999 report of the Office of Special Education Programs reporting only a 40% to 50% graduation rate. Expulsion rates are proportionately much higher than would be expected by the size of their enrollment, and the Department of Education reports that their dropout rates are the highest of any special education category.Subjects--Topical Terms:

606639
Education, Special.

"I wish I could tell them how I feel": Sharing the stories of young people labeled emotionally disturbed and their families.
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500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2043.
500 $a Chairman: Ellen Brantlinger.
502 $a Thesis (Ph.D.)--Indiana University, 2003.
520 $a Students who are labeled emotionally disturbed by schools often exhibit complex needs and troubling behaviors causing them to be the most difficult to educate and the least responsive to the array of available special education therapeutic interventions of all students in special education. There is some agreement that the education of young people with these kinds of labels is, in many ways, a failed enterprise. Graduation rates for these students are low, with the 1999 report of the Office of Special Education Programs reporting only a 40% to 50% graduation rate. Expulsion rates are proportionately much higher than would be expected by the size of their enrollment, and the Department of Education reports that their dropout rates are the highest of any special education category.
520 $a The problem is compounded by the fact that children labeled emotionally disturbed and their parents have traditionally played a limited role in defining and explaining their own lives in ways that are heard and understood by the professional educational community. Their voices have not been heard and therefore they have not contributed meaningfully to official understandings of what it means to be labeled emotionally disturbed and how schools can do a better job of educating these students.
520 $a Using a narrative form of qualitative research multiple interviews were conducted with six students and eleven parents to learn of their experiences in school and their communities and to explore their feelings and perceptions concerning those experiences. All of the young people interviewed were secondary or post-secondary students who were selected on the basis of previous attendance at two school sites: a self-contained class for students labeled severely emotionally disturbed at a large, urban middle school, and an adolescent educational setting at a State-supported psychiatric facility.
520 $a Their stories highlighted some common themes. It was found that all of the students and their parents shared a feeling of being alienated and disconnected from school and unwelcome in the school environment. There was a keen sense of a lack of community supports leaving these families feeling that they were struggling with their problems profoundly alone and without a safety net. Poor communication between families and school personnel left parents and students feeling largely ignored. Finally, there were problems with misunderstandings based on cultural and socio-economic diversity causing difference to frequently be seen as disability.
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