Dissertation/Thesis Abstract

Inclusive or Special Classrooms: Factors Influencing Parents' Choice of Placement
by Brown, Bethany, M.S., Minot State University, 2017, 60; 10641094
Abstract (Summary)

The purpose of this study was to determine what types of school placements are preferred by parents of students with high intensity education needs and what specific factors contribute to their placement decisions. Participants were recruited for interviews from several community organizations that serve families and children with disabilities. Two mothers responded and participated in interviews about choosing school settings for their children. The interview questions were designed to be open-ended and allowed for follow-up questions to gather more details. Each interview was transcribed and coded for themes in the data. With only two participants it was difficult to answer the question of what placements are preferred. There was some indication that these parents would both prefer inclusive settings. At the time, one student was attending inclusive classes and one was attending a special classroom. The families had used some similar decision-making strategies to reach these placements, with school climate, safety, and the availability of support services being important considerations for both.

Indexing (document details)
Advisor: Garnes, Lori
Commitee: Borden-King, Lisa, Pedersen, Holly
School: Minot State University
Department: Special Education
School Location: United States -- North Dakota
Source: MAI 57/01M(E), Masters Abstracts International
Subjects: Special education
Keywords: Decision-making, High intensity needs, Inclusion, Parent perspectives, School climate, School placement
Publication Number: 10641094
ISBN: 978-0-355-49682-6
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