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    Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process

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    Klein_ku_0099D_10676_DATA_1.pdf (589.0Kb)
    Issue Date
    2009-12-17
    Author
    Klein, Janet
    Publisher
    University of Kansas
    Format
    220 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Special Education
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    ABSTRACT Although federal law governing the education of students with disabilities recognizes the important role parents play in the special education planning process, there is considerable evidence that culturally, linguistically and economically diverse parents are not as fully or meaningfully involved in the process as provided for by law. The qualitative method of naturalistic inquiry was used to study the experiences of 14 families (22 parents) and eight parent advocates with the special education planning process in three urban school districts. Results indicated that the nature and outcomes of parent participation in the special education planning process, including that of culturally, linguistically and economically diverse parents, depended on how parents were treated in the process by school professionals, which in turn was shaped by the interaction of institutional and demographic factors. Institutionally, principals' attitude and behavior toward special education and students with disabilities shaped the professional culture of the school and thus the attitudes and behavior of its professionals toward special education and the students it serves and their parents. Demographically, professionals' actual treatment of parents was based on their reaction to three interrelated sets of parental demographic attributes: race, ethnicity and language; education, occupation and income; and the presence and nature of a parental disability. Among demographic factors, social class, as reflected in income and especially education and professional status, outweighed race, ethnicity and language, and the presence of a parental disability outweighed race and ethnicity and social class.
    URI
    http://hdl.handle.net/1808/6192
    Collections
    • Dissertations [4454]
    • Education Dissertations and Theses [1065]

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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