{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/102769"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/102769","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The space between: Current practices and perceptions regarding trauma-informed supports and special education services","abstract":"The student, Deserai Miller, accepted the attached license on 2018-08-13 at 15:53.","abstract_html":"The student, Deserai Miller, accepted the attached license on 2018-08-13 at 15:53.","abstract_has_math":false,"creators":["Miller, Deserai"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Santos, Rosa","Ostrosky, Michaelene","Corr, Catherine P.","Lindsey, Brenda"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-02-07T20:35:50Z","date_published":"2019-02-07T20:35:50Z","updated_at":"2026-07-22T22:24:42Z","subjects":["Trauma-informed care, special education"],"languages":["en"],"rights":["Copyright 2018 Deserai Miller"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/102769","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Santos, Rosa","Ostrosky, Michaelene","Corr, Catherine P.","Lindsey, Brenda"]},{"key":"dc:creator","label":"Author","values":["Miller, Deserai"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-02-07T20:35:50Z","2021-02-08T10:15:25Z","2018-08-14","2018-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Trauma-informed care, special education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Deserai Miller"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/102769"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The student, Deserai Miller, accepted the attached license on 2018-08-13 at 15:53.","Children are experiencing abuse and neglect at higher rates than ever before. There is a direct link between child maltreatment and negative educational outcomes, yet current research suggests school professionals are unprepared to provide appropriate support. Furthermore, children are four times more likely to receive special education services if they have experienced abuse and neglect, and young children are at the greatest risk. However, little research has been conducted that directly considers early childhood special education professionals in providing trauma-informed special education services. Through a constructivist lens, 18 school social workers and 17 early childhood special education teachers participated in six focus groups where current practices, facilitators, and barriers experienced by early childhood special education providers when providing trauma-informed support were examined. To achieve a deeper understanding, school social worker and early childhood special education teacher data were initially analyzed separately, and then a comparative analysis was conducted to examine similarities and differences across groups. Implications for research, policy, and practice are discussed.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-12-01","The student, Deserai Miller, submitted this Dissertation for approval on 2018-08-13 at 15:54.","This Dissertation was approved for publication on 2018-08-14 at 09:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12970 on 2019-02-07 at 14:15:58","Made available in DSpace on 2019-02-07T20:35:50Z (GMT). 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There is a direct link between child maltreatment and negative educational outcomes, yet current research suggests school professionals are unprepared to provide appropriate support. Furthermore, children are four times more likely to receive special education services if they have experienced abuse and neglect, and young children are at the greatest risk. However, little research has been conducted that directly considers early childhood special education professionals in providing trauma-informed special education services. Through a constructivist lens, 18 school social workers and 17 early childhood special education teachers participated in six focus groups where current practices, facilitators, and barriers experienced by early childhood special education providers when providing trauma-informed support were examined. 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