Abstract
dc:description.abstractPolicy analysis of individualized education program (IEP) regulations and their application was done by describing and interpreting IEPs as lived experiences of disabled people. An interpretivist paradigm was employed with research techniques informed by psychoanalytic theory. Five participants used their childhood life stories to critique the IEP policies and practices. The participants performed the roles of co-researchers as well. Through a focused synthesis of their analyses, the identified strengths and weaknesses of the IEP policies and practices were discussed in terms of the appropriateness of education received, the school environment, the cost of education and the empowering of disabled children. Recommendations were made for policymaking, service provision and further research.
Degree
thesis:*- Name thesis:degree_name
- Ph. D.
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Family and Child Development
- Department dc:contributor.department
- Family and Child Development
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 1992
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Cherian, Mary
- Chair dc:contributor.committeechair
-
- Fu, Victoria R.
- Committee members dc:contributor.committeemember
-
- Allen, Katherine R.
- Lichtman, Marilyn V.
- Stremmel, Andrew J.
- Goodsell, Charles T.
- Sawyers, Janet K.
Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
- Language dc:language.iso
- en
Identifiers
dc:identifier.*- Dc Identifier Other
- etd-08222008-063403
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/39186