Barriers and Recommendations From Parents in Rural Areas: Experiences With Individualized Education Programs.
This study explored the experiences of Head Start parents who were becoming involved in their pre-school–age children's Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers...
| Publicado en: | Rural Special Education Quarterly Vol. 41; no. 3; pp. 153 - 169 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=158811438&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 158811438 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87568705 0Q7 jtl: Rural Special Education Quarterly issn: 87568705 maglogo: Y pubinfo: dt: Sep2022 vid: 41 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 158811438 156700894 158811438 158811438 10.1177/87568705221092764 158811438 ppf: 153 ppct: 16 formats: tig: atl: Barriers and Recommendations From Parents in Rural Areas: Experiences With Individualized Education Programs. aug: au: Smith, Zoe R. Krieg, Dana Balsink affil: Loyola University Chicago, IL, USA sug: subj: Rural Areas Parental Attitudes Project Head Start In Infancy and Childhood Parents Psychosocial Factors Parental Role Individualized Medicine Human Interviews Thematic Analysis Positive Psychology Communication Teachers Child, Preschool Qualitative Studies Focus Groups Open-Ended Questionnaires Descriptive Statistics Grounded Theory Coding Emotions Child, Preschool: 2-5 years ab: This study explored the experiences of Head Start parents who were becoming involved in their pre-school–age children's Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and recommendations to alleviate these barriers. Qualitative analysis with thematic coding was used to interpret the data. Results indicated that parents believed they lacked necessary information that could increase their advocacy for their children and reported the wording of the IEP was too difficult to understand. In addition, parents felt that their negative emotions barred them from being active members at IEP meetings. Parents noted that Head Start's encouragement and positive parent–teacher communication helped alleviate some barriers but believed that a yearly class on IEPs and more frequent one-on-one meetings would help them become better advocates for their young children. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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