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Dissertation/Thesis Abstract

A study of factors that contribute to conflicts in special education between parents and schools: A validation of Lake and Billingsley's theory
by Akl, Maria Luisa, Ed.D., Azusa Pacific University, 2015, 167; 10003166
Abstract (Summary)

This quantitative research conducted in Southern California validated Lake and Billingsley’s (2000) Grounded Theory regarding factors causing conflicts in special education. This study found that discrepant views of a child or child’s needs, knowledge, service delivery, constraints, valuation, reciprocal power, communication, and trust, were associated with the perception of conflicts. Generally, the bivariate correlation coefficients indicated that all the predictors were statistically significant except use of power. The regression model evidenced significant association of knowledge, services, valuation, and trust. The comparison of the models for three subgroups of 194 Participants indicated that for parents, service delivery and valuation were significant factors of conflicts. For administrators and service providers, trust was a significant factor of conflicts. There was sufficient evidence to conclude that service delivery, valuation, and trust were associated with conflicts after the partial out of the other constructs.

Indexing (document details)
Advisor: Christian, Pamela M.
Commitee: Nworie, Bennett, Park, Hae Seong
School: Azusa Pacific University
Department: Education
School Location: United States -- California
Source: DAI-A 77/06(E), Dissertation Abstracts International
Subjects: Educational psychology, Special education, Teacher education
Keywords: Discrepant views of a child or child's needs, Factors of conflicts, Parent-schools conflicts, Service delivery, Special education, Trust
Publication Number: 10003166
ISBN: 978-1-339-42449-1
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