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 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Negotiating Community: Narratives of Inclusion and Exclusion in Rural Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Negotiating Community: Narratives of Inclusion and Exclusion in Rural Schools./
作者:	McCabe, Katie Mae.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	224 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28717196
ISBN:	9798535595405

Negotiating Community: Narratives of Inclusion and Exclusion in Rural Schools.
McCabe, Katie Mae.

Negotiating Community: Narratives of Inclusion and Exclusion in Rural Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 224 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2021.

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

Despite extensive research documenting the negative outcomes of teaching students in segregated settings, research and national statistics have continued to demonstrate the persistent segregated placement rates for students with disabilities who require extensive support needs (ESN). However, some research has begun to explore the influence of school locale (i.e., urban, suburban, or rural) on inclusive education placement decisions for students with disabilities. Using critical narrative inquiry, this research examines how least restrictive environment (LRE) decisions for students with ESN are influenced by the rural school and community contexts. Specifically, this study asks: (a) How do people and place influence LRE decisions (i.e., politics) for students with ESN in rural areas and (b) How do students with ESN experience inclusion and exclusion in rural schools? The study was designed to collect three narratives: (a) the narratives of students, (b) the narratives about students, and (c) the narratives about LRE. The use of narrative inquiry allowed students with disabilities to share their sense of belonging in rural schools and communities by expanding on their experience of inclusion and exclusion. Additionally, document analysis, virtual observations of decision-making meetings, and interviews with family members and school staff contributed to the narrative about students with disabilities and the narrative about LRE in rural schools. This study found that dimensions of community (i.e., history, trust, and beliefs about students and independence) influence LRE decisions, and also revealed conflicts among narratives about inclusive and exclusive educational experiences for students with disabilities in rural areas.

ISBN: 9798535595405Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Community

Negotiating Community: Narratives of Inclusion and Exclusion in Rural Schools.
LDR:02919nmm a2200361 4500 001 2345416
005 20230119153243.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798535595405
035 $a (MiAaPQ)AAI28717196
035 $a AAI28717196
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCabe, Katie Mae. $3 3684354
245 1 0 $a Negotiating Community: Narratives of Inclusion and Exclusion in Rural Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 224 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Ruppar, Andrea.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Despite extensive research documenting the negative outcomes of teaching students in segregated settings, research and national statistics have continued to demonstrate the persistent segregated placement rates for students with disabilities who require extensive support needs (ESN). However, some research has begun to explore the influence of school locale (i.e., urban, suburban, or rural) on inclusive education placement decisions for students with disabilities. Using critical narrative inquiry, this research examines how least restrictive environment (LRE) decisions for students with ESN are influenced by the rural school and community contexts. Specifically, this study asks: (a) How do people and place influence LRE decisions (i.e., politics) for students with ESN in rural areas and (b) How do students with ESN experience inclusion and exclusion in rural schools? The study was designed to collect three narratives: (a) the narratives of students, (b) the narratives about students, and (c) the narratives about LRE. The use of narrative inquiry allowed students with disabilities to share their sense of belonging in rural schools and communities by expanding on their experience of inclusion and exclusion. Additionally, document analysis, virtual observations of decision-making meetings, and interviews with family members and school staff contributed to the narrative about students with disabilities and the narrative about LRE in rural schools. This study found that dimensions of community (i.e., history, trust, and beliefs about students and independence) influence LRE decisions, and also revealed conflicts among narratives about inclusive and exclusive educational experiences for students with disabilities in rural areas.
590 $a School code: 0262.
650 4 $a Special education. $3 516693
650 4 $a Teaching. $3 517098
650 4 $a Special education teachers. $3 541795
650 4 $a Education policy. $3 2191387
650 4 $a Individualized education programs. $3 577687
650 4 $a Learning. $3 516521
653 $a Community
653 $a Inclusive education
653 $a Least restrictive environment
653 $a Narrative inquiry
653 $a Rural education
690 $a 0529
690 $a 0458
710 2 $a The University of Wisconsin - Madison. $b Special Education. $3 2098917
773 0 $t Dissertations Abstracts International $g 83-03A.
790 $a 0262
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28717196