Experiences of Parents of ESE Children Who Employ Private Interventionist-Led Literacy Strategies
Affiliation
Barry University
Department or Program
Curriculum and Instruction
Start Date
15-4-2017 3:25 PM
End Date
15-4-2017 3:55 PM
Presentation Keywords/Areas
Researcher as Writer (Auto-Ethnography, Narrative Inquiry, etc).
Additional Presentation Keywords/Areas
Socio-Cultural Theory
Additional Presentation Keywords/Areas
Other
Abstract
Educators, policy makers and politicians have been attempting to close the achievement gap, especially as it pertains to students in exceptional student education (ESE) classrooms. Over the past four decades the United States has been implementing a plethora of legislative and judicial measures to support persons with varying exceptionalities (VE). According to The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, parents are key stakeholders and should be active participants in the special education process. One example of how parents are supported is through the implementation of a home program. Through narrative inquiry and analysis the researcher identified, what kind of strategies parents have used, what kind of support the parents have received in regards to literacy education for exceptional students, and what challenges they faced while learning ways to enhance their child’s reading abilities through the application of strategies they have been taught. Utilizing the lived-experiences and narratives of parents and caregivers of ESE children, the researcher qualitatively examined how parents carried out the home program to enhance their children’s literacy skills amongst those with VE. The researcher conducted semi- structured interviews, which were audio recorded and transcribed by the researcher. The transcriptions were then themed into re-storied narratives by the researcher. These stories were then shared with the participants as a means of member checking.
Experiences of Parents of ESE Children Who Employ Private Interventionist-Led Literacy Strategies
Educators, policy makers and politicians have been attempting to close the achievement gap, especially as it pertains to students in exceptional student education (ESE) classrooms. Over the past four decades the United States has been implementing a plethora of legislative and judicial measures to support persons with varying exceptionalities (VE). According to The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, parents are key stakeholders and should be active participants in the special education process. One example of how parents are supported is through the implementation of a home program. Through narrative inquiry and analysis the researcher identified, what kind of strategies parents have used, what kind of support the parents have received in regards to literacy education for exceptional students, and what challenges they faced while learning ways to enhance their child’s reading abilities through the application of strategies they have been taught. Utilizing the lived-experiences and narratives of parents and caregivers of ESE children, the researcher qualitatively examined how parents carried out the home program to enhance their children’s literacy skills amongst those with VE. The researcher conducted semi- structured interviews, which were audio recorded and transcribed by the researcher. The transcriptions were then themed into re-storied narratives by the researcher. These stories were then shared with the participants as a means of member checking.
Presentation Type and Comments
a) 20-minute paper presentation
Additional key terms: