scholarly journals Narrating Parents/Guardians’ Experiences: Advocating for Students on Individualized Education Programs

2021 ◽  
Author(s):  
◽  
Catherine McPeck Slepski
Keyword(s):  
Educational Experiences ◽  
Sixth Grade ◽  
School Experiences ◽  
Individualized Education Programs ◽  
School Closures ◽  
Self Perceptions ◽  
Narrative Methodology ◽  
Research Questions ◽  
Iep Process ◽  
First Interview

The purpose of this study was to uncover the narratives of parents/guardians with students on IEPs to determine their needs and perceptions about the IEP process. The goal of this study was to answer three research questions: 1) How do parents/guardians’ educational experiences affect their ability to navigate the educational system for their child?, 2) What supports are needed by parents/guardians of students with IEPs to support/advocate for their child’s education?, and 3) What are parents/guardians' self-perceptions about their abilities to advocate for their students on IEPs? The researcher developed a narrative methodology design that involved interviewing participants who are parents or guardians of students currently on IEPs in in kindergarten to sixth grade. Participants in the study were mothers with at least one student on an IEP. They participated in two interviews between February and December 2020. Interviews took place during the COVID-19 pandemic that led to school closures. With the exception of the first interview with Participant 1, all interviews occurred after the school closures. This had some effect on the responses of participants and may have affected the conclusions made. Through the interviews, participants shared their personal school experiences as well as their experiences with the IEP process. The researcher determined the correlation between parents/guardians’ education and their experience with the IEP process, what supports are desired by parents/guardians when working through the IEP process, and what parents/guardians' perceptions of the process are. Parents/guardians’ overall were content with the IEP process as an overall system, but participants did share their struggles with the process and supports they wanted from their students’ schools.

The self-schema and addictive behaviors: Studies of alcoholic patients

2001 ◽  
Vol 60 (2) ◽  
pp. 73-81 ◽  
Author(s):  
Cyril Tarquinio ◽  
Gustave Nicolas Fischer ◽  
Aurélie Gauchet ◽  
Jacques Perarnaud
Keyword(s):  
Decision Time ◽  
The Self ◽  
Addictive Behaviors ◽  
Social Judgments ◽  
Self Perceptions ◽  
Control Subjects ◽  
Self Schema ◽  
Description Task ◽  
Positive Traits ◽  
First Interview

This study deals with the sociocognitive organization of the self-schema in alcoholic patients. It was aimed at understanding how the self-schema takes shape within the framework of social judgments known to be determinants of personality. Alcoholic subjects were interviewed twice, once during their first consultation for treatment and then again four months later after completion of treatment. Our approach was derived directly from the methodology used by Markus (1977) and Clemmey & Nicassio (1997) in their studies on the self-schema. The subjects had to perform three tasks that required manipulating personality traits with positive and negative connotations (a self-description task in which decision time was measured, an autobiographical task, and a recall task). The results of the first interview showed that 1. in their self-descriptions, alcoholics took more time than control subjects both to accept positive traits and to reject negative ones; 2. unlike control subjects, alcoholics considered more negative traits to be self-descriptive than positive traits, and 3. unlike controls, alcoholics recalled more negative traits than positive ones. By the second interview, the results for the alcoholic subjects on the autobiographical and recall tasks had changed: 1. they now described themselves more positively and less negatively than on the first meeting; 2. they recalled a marginally greater number of positive traits and a significantly smaller number of negative traits, and 3. the differences between the alcoholics and controls indicated an improvement in the alcoholics' self-perceptions.

Potentially Creative Adolescents View Their School Experiences

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
William J. Walker
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
School Environments ◽  
Traditional School ◽  
School Settings ◽  
Positive Attitudes ◽  
Open School

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.

scholarly journals Coping Strategies Used By Students with Disabilities in Managing Social and Higher Educational Experiences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Nageswara Rao Ambati
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Students With Disabilities ◽  
Andhra Pradesh ◽  
Qualitative Data ◽  
Educational Experiences ◽  
Institutions Of Higher Education ◽  
Research Questions ◽  
Education Needs ◽  
Depth Interviews

This study attempts to understand social and educational experiences of students with disabilities in institutions of higher education and is exploratory in nature. To understand the educational experiences of these students, it is not enough to know only the availability of services and resources. It is also necessary to understand the students personally, and the circumstances in which they live. To answer the research questions posed in this study, the researcher has used mixed methods and three universities were selected through purposive sampling in so as to gain maximum diverse variation. For this study, in-depth interviews were conducted with hundred students with disabilities in selected universities in Andhra Pradesh, India. In this study, quantitative and qualitative data analyses were used and in most cases quotes of real text for each theme were maintained and used extensively. The findings of the study show the students were very categorical about their special needs in order to achieve their goals. A greater understanding has been gained regarding coping strategies adopted by them to manage their higher education needs. Based on findings of the study the researcher has brought out the factors which influence the creation of an inclusive environment in institutions of higher education.

scholarly journals "If you don't have an education, you are no one": Understanding the School Experiences of Youth Involved in Drug-Related Crime in Ciudad Juárez and Medellín

2020 ◽  
Vol 6 (1) ◽  
pp. 148
Author(s):  
Cirenia Chavez Villegas ◽  
Elena Butti
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
Drop Out ◽  
Ciudad Juarez ◽  
Urban Centers ◽  
Male Youth ◽  
Youth Delinquency ◽  
Depth Interviews ◽  
Out Of School

The relation between being out of school and participating in criminal economies is widely documented in the literature on youth delinquency. However, the complex connection between these two phenomena has not yet been fully unpacked. This paper draws from two studies that we, the authors, conducted separately to explore the role educational experiences play in shaping the delinquent trajectories of male youth who participate in the drug business in urban centers located in Mexico and Colombia. The first consists of in-depth interviews and surveys conducted in Ciudad Juárez, Mexico, while the second is based on long-term ethnographic engagement in Medellín, Colombia. We provide unique insights into the educational experiences of this hard-to-reach population and find that economic hardship does not wholly explain why these young people leave school and engage in delinquent activities. These youth do not "drop out" of school in search of money; rather, they are "pushed out" by a vicious cycle of stigmatization, segregation, punishment, and exclusion. By exploring these dynamics in two cities that have waged long drug wars, this article furthers understanding of the nexus between crime-related violence and educational experiences, thus making an important contribution to the field of education in emergencies.

scholarly journals Evaluating Parent Participation in Individualized Education Programs by Opinions of Parents and Teachers

2019 ◽  
Vol 7 (2) ◽  
pp. 76 ◽  
Author(s):  
Ş. Şenay İlik ◽  
Rukiye Konuk Er
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Ground ◽  
Parent Participation ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Iep Process ◽  
Descriptive Survey

All individuals who are responsible for the education of learners with special needs must actively participate in Individualized Education Programs (IEP). Moreover, IEP is a common ground encouraging educators and parents to work together on an education plan. This study aims to evaluate the opinions of both parents and teachers regarding parent participation in IEP. The qualitative approach was used in this study. To profoundly examine the opinions of parents and special education teachers and to make them explain it in their own words, descriptive survey model, one of the qualitative research methods, was used. Descriptive survey model enables to organize data according to the themes put forward by the research questions and to present it by considering questions and dimensions. The purposive sampling method was used in this study to obtain more detailed information regarding the opinions of special education teachers and parents with children with special needs about the preparation and implementation process of IEP. 22 teachers and 25 parents participated in the study. Data were analyzed through content analysis. It was found that most of the parents do not know anything about IEP. It was also found that parents are not involved in the IEP process and they are not invited by the school/institution. As for the opinions of teachers, it was found that they have some problems about getting the parents to involve in the IEP process. It was seen that teachers are lack of knowledge regarding how to include parents in the IEP process.

scholarly journals THE EXAMINATION OF PROSPECTIVE TEACHERS' SELF PERCEPTIONS AND SUCCESS-ORIENTED MOTIVATIONS / TÜRKÇE ADI: ÖĞRETMEN ADAYLARININ KENDİLİK ALGILARI İLE BAŞARI ODAKLI MOTİVASYONLARININ İNCELENMESİ

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Damla Işık ◽  
Rafet Aydın
Keyword(s):  
High School ◽  
Prospective Teachers ◽  
Personal Information ◽  
The Self ◽  
Education Faculty ◽  
Teachers Perceptions ◽  
Self Perceptions ◽  
Significant Difference ◽  
Package Program ◽  
Research Questions

The purpose of this study is to examine the self-perceptions and success-oriented motivations of prospective teachers studying at the Education Faculty of Burdur Mehmet Akif Ersoy University. As the research model, the correlational survey model was used as basic. The population of the study consists of 3650 prospective teachers studying at the Education Faculty of Burdur Mehmet Akif Ersoy University. The sample of the study consists of 982 prospective teachers who are 692 women and 290 men studying in 9 different departments of the education faculty. In this study, to examine prospective teachers' perceptions of themselves and their success-oriented motivations, "Personal Information Form" which was developed by the researcher, "Social Comparison Scale" and "Success Oriented Motivation Scale" were used as data collection tools. The necessary statistical analyzes of the data collected for the research questions and sub-research questions of the research were made with the help of a computer package program. The frequency and percentage values of the responses of the prospective teachers to the scales were calculated. In the study, prospective teachers’ self-perceptions differ significantly according to the variables of gender, grade level, the department they study, whether they see themselves as democrats, and department satisfaction. In the study, there was no significant difference in the self-perception of the prospective teachers according to the variables of the high school they graduated from and the reasons for choosing the department. In the study, when the success-oriented motivations of the prospective teachers were examined according to the variables of class level, the department they studied, the type of high school they graduated from, the level of democracy, and the department satisfaction variables, there was a significant difference but according to the gender variable, there was no significant difference. Finally, it was concluded that there is a positive relationship between prospective teachers’ self-perceptions and success-oriented motivations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0789/a.php" alt="Hit counter" /></p>

The Formation of Self-Concepts in the Context of Educational Systems

1985 ◽  
Vol 8 (4) ◽  
pp. 423-444 ◽  
Author(s):  
Helmut Fend ◽  
Sigrid Schröer
Keyword(s):  
Educational System ◽  
Educational Experiences ◽  
School Experiences ◽  
Educational Systems ◽  
Psychological Model ◽  
Self Evaluation ◽  
Failure Patterns ◽  
Coping Process ◽  
The Social ◽  
The Relationship

On the basis of a longitudinal study of adolescents (age 12-16) we are investigating the input of school experiences on central aspects of personality formation. In this context the relationship between the evaluative system of the school and the self-evaluation of the pupils was assessed to test for the existence of an isomorphism. However, the results show only a weak relationship and make clear that the institutionally defined success and failure patterns of pupils in the German educational system are not isomorphically reflected in the generalized self-evaluation of the adolescents. But this does not mean that educational experiences are irrelevant for the formation of self-concepts. The educational system prestructures the latent problems which have to be interpreted and worked on individually and in the social context of peers and parents. Within the context of a psychological model we try to show how these problems are coped with and how this coping process crystallizes in a system of self-concepts.

Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?

2016 ◽  
Vol 83 (2) ◽  
pp. 219-235 ◽  
Author(s):  
Perry A. Zirkel ◽  
Allyse Hetrick
Keyword(s):  
Parent Participation ◽  
Individualized Education Program ◽  
Case Law ◽  
Systematic Analysis ◽  
Disabilities Education Act ◽  
Legal Foundation ◽  
Research Questions ◽  
Iep Process ◽  
Education Act ◽  
Iep Development

To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities Education Act. Research questions focused on the frequency and outcomes of alleged procedural violations in the following categories: (a) IEP components, (b) IEP team, (c) parent participation, and (d) IEP development. Procedural violations in the parent participation category were the most frequently adjudicated; the outcomes ratio in court averaged approximately 3:1 in favor of school districts for cases across all four categories. Implications for practice include reconsideration of current policies and practices to whatever extent that they were based on case law rather than proactive priorities, per the lack of differentiation in prevailing publications and presentations in special education.

scholarly journals Trajetórias e vivências escolares de mulheres em situação de privação de liberdade

2013 ◽  
Vol 21 ◽  
pp. 76
Author(s):  
Maria Celeste Reis Fernandes Souza ◽  
Maria Gabriela Parenti Bicalho ◽  
Eunice Maria Nazarethe Nonato
Keyword(s):  
Elementary School ◽  
Adult Education ◽  
Secondary School ◽  
Basic Education ◽  
Educational Experiences ◽  
School Experiences ◽  
School Activities ◽  
Adult Females ◽  
Education Of Women ◽  
State Prisons

This article is part of the discussion on the Education of women in situations of deprivation of liberty, a topic that has received attention from scholars in the field of Young and Adult Education. The data presented were collected in the context of a study that analyzed how the educational experiences of educated women are shaped in situations of imprisonment in the State of Minas Gerais. It refers specifically to reports produced on interviews with 5 women who attend school in one of these institutions, and 1 educator who is responsible for monitoring educational experiences in state prisons. The analysis of the interviews uses the theory of relationship with knowledge proposed by Bernard Charlot, especially the concepts of mobilization, sense and activity. The reports of school experiences show two different situations with regard to the conditions of access to basic education and the retention of students to it: paths marked by difficulties and halted prematurely, and other more regular and long lasting trajectories. Therefore prison is for some women the possibility of resuming elementary school, and for others, the inability to get to secondary school. Despite these differences, it is possible to identify common aspects in the stories that range from the perspectives on school education to the mobilization in relation to learning and achievement in school activities in prison. These aspects are presented and discussed as essentially important elements in order to understand the complex reality of the education of young and adult females in the prison system.

The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction

2010 ◽  
Vol 112 (7) ◽  
pp. 1792-1829 ◽  
Author(s):  
Leigh A. Hall
Keyword(s):  
Middle School ◽  
Struggling Readers ◽  
Multiple Case Study ◽  
Sixth Grade ◽  
Task Demands ◽  
Content Area ◽  
Good Reader ◽  
Multiple Case ◽  
Research Questions

Background/Context The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers’ comprehension abilities can be improved if their subject-matter teachers provide them with appropriate skill and strategy instruction, as well as regular opportunities to read and discuss texts. However, struggling readers may choose not to apply the reading skills they have been taught and may approach reading tasks in ways that they know prevent them from learning content and that marginalize their abilities to grow as readers. Purpose/Objective/Research Question/Focus of Study The multiple case study presented here was intended to explore how middle school struggling readers and their content-area teachers made decisions about how to work with classroom reading tasks and each other over a period of one academic year. A case study approach allowed for the actions that took place to be closely documented. Theories of identity, including models of identity, identity capital, and discursive identity, framed the analysis for this study and were used to interpret the research questions. The research questions were: (1) How do middle school teachers interact with struggling readers in relation to the reading task demands of their classrooms? (2) How do middle school struggling readers interact with the reading task demands of their content-area classrooms? Setting This study took place in one sixth-grade social studies classroom, one seventh-grade mathematics classroom, and one eighth-grade science classroom. Population/Participants/Subjects The participants were: (a) Sarah and Mrs. O'Reilly in sixth grade, (b) Nicole and Mrs. Harding in seventh grade, and (c) Alisa and Mrs. Baker in eighth grade. Research Design This was a descriptive year-long multiple case study. Data sources included biweekly observations, questionnaires, interviews, and graded class work. Findings Teachers’ interactions with struggling readers were based on (a) their models of identity for what it meant to become a good reader and (b) the discursive identities they created for their students based on their models of identity. Students’ interactions with classroom reading tasks were based on (a) how they identified themselves as readers and (b) their goal to prevent their peers, teachers, or family members from constructing a discursive identity of them as poor readers.

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