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Interagency Collaboration for the Pr...

Rivera-Singletary, Georgina.

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Interagency Collaboration for the Provision of Educational Services to Migrant Children with Disabilities: An Exploratory Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interagency Collaboration for the Provision of Educational Services to Migrant Children with Disabilities: An Exploratory Study./
Author:	Rivera-Singletary, Georgina.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617613
ISBN:	9781303851889

Interagency Collaboration for the Provision of Educational Services to Migrant Children with Disabilities: An Exploratory Study.
Rivera-Singletary, Georgina.

Interagency Collaboration for the Provision of Educational Services to Migrant Children with Disabilities: An Exploratory Study. - 207 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2014.

This item is not available from ProQuest Dissertations & Theses.

Migrant students face many challenges to their educational experiences due to the migratory lifestyle of their families as they seek employment in agriculture across state and school district lines. For migrant student with disabilities, these challenges are exacerbated. Migrant children with disabilities may be eligible and entitled to educational services from migrant education, special education, and ELL programs which are distinct federal programs coordinated as separate agencies. This exploratory study examined the extent to which, if any, collaboration exists within three Florida school districts' providing educational services to migrant children with disabilities through the migrant education, special education, and ELL programs. Data were collected through personal interviews with nine district level supervisors, one each per district: migrant education, special education, and ELL programs using a semi-structured interview protocol. Data were analyzed through a latent content analysis to identify, code, and categorize patterns (Mayan, 2009) regarding the extent to which, if any, supervisors collaborated when developing and coordinating educational services for migrant students with disabilities. Further, data were reviewed through document analysis provided by the participants or accessed through school, district, or state websites. Finally, the data from the interviews and document analysis were aligned with Gitlin et al. (1994) five-stage model for collaboration framework to determine the extent to which, if any, the characteristics of the five stages for collaboration exists for each district, and if not, the potential for them to be developed and lead to collaboration. The intent of this study was to explore current practice and use this knowledge to provide recommendations for future practice and scholarship regarding interagency collaboration between migrant education, special education, and ELL programs providing educational services to migrant students with disabilities. The findings for this study suggest that collaboration benefits students, programs and overall school systems. However, instilling a spirit and developing a culture of collaboration is challenging and requires direct deliberate and explicit work by the districts. Recommendations for research and practice are provided.

ISBN: 9781303851889Subjects--Topical Terms:

516693
Special education.

Interagency Collaboration for the Provision of Educational Services to Migrant Children with Disabilities: An Exploratory Study.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Ann Cranston-Gingras.
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520 $a Migrant students face many challenges to their educational experiences due to the migratory lifestyle of their families as they seek employment in agriculture across state and school district lines. For migrant student with disabilities, these challenges are exacerbated. Migrant children with disabilities may be eligible and entitled to educational services from migrant education, special education, and ELL programs which are distinct federal programs coordinated as separate agencies. This exploratory study examined the extent to which, if any, collaboration exists within three Florida school districts' providing educational services to migrant children with disabilities through the migrant education, special education, and ELL programs. Data were collected through personal interviews with nine district level supervisors, one each per district: migrant education, special education, and ELL programs using a semi-structured interview protocol. Data were analyzed through a latent content analysis to identify, code, and categorize patterns (Mayan, 2009) regarding the extent to which, if any, supervisors collaborated when developing and coordinating educational services for migrant students with disabilities. Further, data were reviewed through document analysis provided by the participants or accessed through school, district, or state websites. Finally, the data from the interviews and document analysis were aligned with Gitlin et al. (1994) five-stage model for collaboration framework to determine the extent to which, if any, the characteristics of the five stages for collaboration exists for each district, and if not, the potential for them to be developed and lead to collaboration. The intent of this study was to explore current practice and use this knowledge to provide recommendations for future practice and scholarship regarding interagency collaboration between migrant education, special education, and ELL programs providing educational services to migrant students with disabilities. The findings for this study suggest that collaboration benefits students, programs and overall school systems. However, instilling a spirit and developing a culture of collaboration is challenging and requires direct deliberate and explicit work by the districts. Recommendations for research and practice are provided.
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