{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113806"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113806","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Special educators' use of culturally responsive family-professional partnership practices with refugee families","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Adams, Nicole Beitler"],"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 M","Burke, Meghan","Davila, Liv T","Spence, Christine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:04Z","date_published":"2022-04-29T21:34:04Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Nicole Adams"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113806","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Santos, Rosa M","Burke, Meghan","Davila, Liv T","Spence, Christine"]},{"key":"dc:creator","label":"Author","values":["Adams, Nicole Beitler"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:04Z","2021-12","2021-09-09"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"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":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Nicole Adams"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113806"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Nicole Adams, accepted the attached license on 2021-09-03 at 08:59.","The student, Nicole Adams, submitted this Dissertation for approval on 2021-09-03 at 09:08.","This Dissertation was approved for publication on 2021-09-09 at 10:43.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17127 on 2022-04-06 at 17:08:39","Made available in DSpace on 2022-04-29T21:34:04Z (GMT). No. of bitstreams: 3 ADAMS-DISSERTATION-2021.pdf: 2326840 bytes, checksum: 69779cff98ee0bb7aca9dbb06898f2cc (MD5) LICENSE.txt: 4209 bytes, checksum: 410deae51efa478036d574331fa9c159 (MD5) PROQUEST_LICENSE.txt: 4555 bytes, checksum: a2fb6c7f5932ba400bedf40ed63deb3a (MD5) Previous issue date: 2021-09-09","Refugee families who have children with disabilities encounter numerous systemic barriers that impact their opportunities to partner with schools and special educators. This study explored early childhood special education and elementary special education teachers use of culturally responsive family-professional partnership practices with refugee families and the impact of current events (e.g. political and immigration rhetoric and COVID-19) on special educators’ partnerships with refugee families. Fourteen special educators who taught students in early childhood (n = 8) or elementary (n = 6) levels and worked with at least one student whose family was from a refugee background in the past five years completed an online questionnaire. Nine special educators also engaged in semi-structured interviews to obtain input on their experiences supporting refugee families before and during Individualized Education Program (IEP) meetings. First, the data highlighted contextual factors, such as teachers’ understanding of families’ backgrounds, teachers’ perceptions of families’ experiences in special education, and access to interpreters, that highlighted the need for family-professional partnerships. Second, teachers reported high rates of using family-professional partnership practices with refugee families but reported lower rates of helping refugee families gain skills and information to assist their child in their special education programming. Third, teachers shared strategies that they used before and during IEP meetings to engage and partner with refugee families. Fourth, teachers discussed how changes to immigration laws and rhetoric had minimal impact on their partnerships with refugee families, but there was significant impact on partnerships due to COVID-19."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Special educators' use of culturally responsive family-professional partnership practices with refugee families"]}]}],"canonical_facts":{"dc:contributor":["Santos, Rosa M","Burke, Meghan","Davila, Liv T","Spence, Christine"],"dc:creator":["Adams, Nicole Beitler"],"dc:date":["2022-04-29T21:34:04Z","2021-12","2021-09-09"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Nicole Adams, accepted the attached license on 2021-09-03 at 08:59.","The student, Nicole Adams, submitted this Dissertation for approval on 2021-09-03 at 09:08.","This Dissertation was approved for publication on 2021-09-09 at 10:43.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17127 on 2022-04-06 at 17:08:39","Made available in DSpace on 2022-04-29T21:34:04Z (GMT). No. of bitstreams: 3 ADAMS-DISSERTATION-2021.pdf: 2326840 bytes, checksum: 69779cff98ee0bb7aca9dbb06898f2cc (MD5) LICENSE.txt: 4209 bytes, checksum: 410deae51efa478036d574331fa9c159 (MD5) PROQUEST_LICENSE.txt: 4555 bytes, checksum: a2fb6c7f5932ba400bedf40ed63deb3a (MD5) Previous issue date: 2021-09-09","Refugee families who have children with disabilities encounter numerous systemic barriers that impact their opportunities to partner with schools and special educators. This study explored early childhood special education and elementary special education teachers use of culturally responsive family-professional partnership practices with refugee families and the impact of current events (e.g. political and immigration rhetoric and COVID-19) on special educators’ partnerships with refugee families. Fourteen special educators who taught students in early childhood (n = 8) or elementary (n = 6) levels and worked with at least one student whose family was from a refugee background in the past five years completed an online questionnaire. Nine special educators also engaged in semi-structured interviews to obtain input on their experiences supporting refugee families before and during Individualized Education Program (IEP) meetings. First, the data highlighted contextual factors, such as teachers’ understanding of families’ backgrounds, teachers’ perceptions of families’ experiences in special education, and access to interpreters, that highlighted the need for family-professional partnerships. Second, teachers reported high rates of using family-professional partnership practices with refugee families but reported lower rates of helping refugee families gain skills and information to assist their child in their special education programming. Third, teachers shared strategies that they used before and during IEP meetings to engage and partner with refugee families. Fourth, teachers discussed how changes to immigration laws and rhetoric had minimal impact on their partnerships with refugee families, but there was significant impact on partnerships due to COVID-19."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113806"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Nicole Adams"],"dc:subject":["Education"],"dc:title":["Special educators' use of culturally responsive family-professional partnership practices with refugee families"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}