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Understanding the lived experiences ...

Bonifanti-Romanelli, Alisann M.

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Understanding the lived experiences of parents of disabled children regarding their child's education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the lived experiences of parents of disabled children regarding their child's education./
Author:	Bonifanti-Romanelli, Alisann M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	254 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-09, Section: A.
Contained By:	Dissertations Abstracts International78-09A.
Subject:	School administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257281
ISBN:	9781369576757

Understanding the lived experiences of parents of disabled children regarding their child's education.
Bonifanti-Romanelli, Alisann M.

Understanding the lived experiences of parents of disabled children regarding their child's education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 254 p.

Source: Dissertations Abstracts International, Volume: 78-09, Section: A.

Thesis (Ph.D.)--Capella University, 2017.

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

Abstract The purpose of this phenomenological study was to understand parents lived experiences as they describe their journey from their initial learning about their child's diagnosis, through their child's placement in the educational system from elementary, middle, and high school as special education students to transition to employment. The research question was "What is it like to be a parent of a disabled child regarding their child's education?" The methodology was transcendental phenomenology. The semi-structured interviews with 11 parents were analyzed using transcendental phenomenological analysis. This study was conducted utilizing Clark Moustakas' rigorous and systemized processes of data analysis: epoche, phenomenological reduction, imaginative variation, and composite textural and composite structural descriptions to develop a synthesis of the meanings and essences of the phenomenon or experiences. All 11 participants were parents of adult disabled children who had been educated with a learning modification. In spite of their child's disabilities many of the children became successfully employed as adults. A significant finding was that these parents experienced a life changing event when their children were diagnosed with learning difficulties that impacted their interactions with educators. A conclusion was that parents who experienced familial level interactions with a significant educator, described in positive terms the quality education their special needs children received. A recommendation is for educators to develop increased awareness of and compassion for the difficulties that these parents are responding to as they navigate their child's diagnosis and education.

ISBN: 9781369576757Subjects--Topical Terms:

3172164
School administration.

Understanding the lived experiences of parents of disabled children regarding their child's education.
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500 $a Source: Dissertations Abstracts International, Volume: 78-09, Section: A.
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500 $a Advisor: Russell, Donn L.
502 $a Thesis (Ph.D.)--Capella University, 2017.
506 $a This item must not be sold to any third party vendors.
520 $a Abstract The purpose of this phenomenological study was to understand parents lived experiences as they describe their journey from their initial learning about their child's diagnosis, through their child's placement in the educational system from elementary, middle, and high school as special education students to transition to employment. The research question was "What is it like to be a parent of a disabled child regarding their child's education?" The methodology was transcendental phenomenology. The semi-structured interviews with 11 parents were analyzed using transcendental phenomenological analysis. This study was conducted utilizing Clark Moustakas' rigorous and systemized processes of data analysis: epoche, phenomenological reduction, imaginative variation, and composite textural and composite structural descriptions to develop a synthesis of the meanings and essences of the phenomenon or experiences. All 11 participants were parents of adult disabled children who had been educated with a learning modification. In spite of their child's disabilities many of the children became successfully employed as adults. A significant finding was that these parents experienced a life changing event when their children were diagnosed with learning difficulties that impacted their interactions with educators. A conclusion was that parents who experienced familial level interactions with a significant educator, described in positive terms the quality education their special needs children received. A recommendation is for educators to develop increased awareness of and compassion for the difficulties that these parents are responding to as they navigate their child's diagnosis and education.
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