Developing individualized education programs with culturally and linguistically diverse families from low-income homes : a heuristic inquiry of special education teachers

<p>Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace</p> <p>expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Benerd School of Education

Year dc:date.available

2015

Author dc:creator

• Clark, Kristen E.

Contributors dc:contributor

• Michael Elium

• Special education teachers
• Individualized education programs
• Multicultural education United States
• special education
• individualized education program
• cultural and linguistic diversity
• teacher perceptions
• heuristic research
• street-level bureaucracy
• systems
• Education

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Repository record dc:identifier

https://scholarlycommons.pacific.edu/uop_etds/867

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1866