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

Decision-Making in Special Education...

Richman, Taylor D.

FindBook

Google Book

Amazon

博客來

Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities./
作者:	Richman, Taylor D.
面頁冊數:	249 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688964
ISBN:	9781321679168

Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.
Richman, Taylor D.

Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities. - 249 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of Washington, 2015.

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

Parental participation in Individualized Education Program (IEP) team meetings has been a contested topic since the enactment of federal law granting parents of students with disabilities the right to help develop their child's IEP. The literature suggests that parents are commonly passive members of IEP teams and routinely excluded from IEP decision-making. The sparse literature on parents of color in IEP meetings contends that many parents of color also experience challenges to full engagement in the process related to their racial, ethnic, and cultural identity.

ISBN: 9781321679168Subjects--Topical Terms:

516693
Special education.

Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.
LDR:03566nmm a2200337 4500 001 2062151
005 20151020081603.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321679168
035 $a (MiAaPQ)AAI3688964
035 $a AAI3688964
040 $a MiAaPQ $c MiAaPQ
100 1 $a Richman, Taylor D. $3 3176509
245 1 0 $a Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.
300 $a 249 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: James A. Banks.
502 $a Thesis (Ph.D.)--University of Washington, 2015.
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 Parental participation in Individualized Education Program (IEP) team meetings has been a contested topic since the enactment of federal law granting parents of students with disabilities the right to help develop their child's IEP. The literature suggests that parents are commonly passive members of IEP teams and routinely excluded from IEP decision-making. The sparse literature on parents of color in IEP meetings contends that many parents of color also experience challenges to full engagement in the process related to their racial, ethnic, and cultural identity.
520 $a In this qualitative case study, I use direct observation and semi-structured interviews to investigate how one highly skilled special educator conducted IEP meetings for middle school students identified as having emotional/behavioral disabilities. I also examine the IEP meeting experiences of seven parents of his students, including two parents of color. In total, twenty people participated in this study. I observed four IEP meetings over one school year and conducted five interviews with members of these IEP teams.
520 $a The results of this study indicate that special educators retain disproportionate decision-making power and influence in IEP meetings and that parents are largely excluded from making meaningful contributions during this process. However, unlike previous research, I found that parents were highly participatory in other aspects of IEP meetings. I analyze these findings across four emergent themes: parental participation; the distribution and enactment of power and authority; building parent-teacher relationships; and defining, developing, and enacting the purpose of IEP meetings. I employ structuration theory (Giddens, 1984; Sewell, 1992) to examine how participants' behavior reinforced or challenged special education and IEP meeting structures, and I critique the IEP meetings using legal analysis.
520 $a I discuss implications of my findings for research and practice. I argue that greater theoretical diversity is needed in the research literature to more deeply understand the mechanisms that push parents to the periphery of IEP decision-making. I suggest that understanding these mechanisms can help special educators and school administrators to more fully embrace and effectively capitalize on the spirit of collaboration and parent involvement intended by the Individuals with Disabilities Education Act.
590 $a School code: 0250.
650 4 $a Special education. $3 516693
650 4 $a Multicultural Education. $3 2122919
690 $a 0529
690 $a 0455
710 2 $a University of Washington. $b Education - Seattle. $3 2049919
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0250
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688964