Purpose. The purpose of this study was to discover and describe teacher, counselor, administration, and paraprofessional perceptions regarding ecological factors, such as individual circumstances, home-school collaboration, teacher training, and student-teacher relationships affecting students with ED. Furthermore, this study sought to discover perceptions regarding whether these ecological factors impact a student with ED in receiving effective interventions.
Methodology. A multiple or collective qualitative case study approach was used to explore the following research question: What are school employees' (i.e., teacher, administrator, counselor, and paraprofessional) perceptions regarding the ecological factors (individual circumstances, home-school collaboration, student-teacher relationships, and teacher training) affecting a student with ED, and whether that student receives effective interventions within non-public schools? Data were collected through purposeful sampling by interviewing eight participants who had worked in a non-public school setting for a minimum of one-year in Northern California.
Findings. Through the analysis of this study's data, six themes emerged. The themes were (a) home influence, (b) consistency and follow-through, (c) behavioral knowledge, (d) trust, (e) individualization of interventions and (f) collaboration and teamwork. All the themes that emerged are considered ecological factors.
Conclusions. The two most influential factors identified by the participants as impacting a student with ED's success fell within Bronfenbrenner's microsystem, mesosystem, and exosystem. These factors were home influence and collaboration and teamwork. Home influence appears to be a significant factor in the lives of students with ED. The more difficult home situations are for students, the harder it is for them to respond well to school-based supports and interventions. Collaboration and teamwork go hand in hand with home influence. The greater the collaboration and teamwork is both within and outside the school setting, the more success there will be among students with ED.
Recommendations. Stronger attention should be paid to provide supports and trainings that take into consideration ecological factors affecting students with ED. Non-public schools should emphasize staff training on behavioral knowledge, collaboration and teamwork, individualization of interventions, as well as building trust with students with ED. Recommendations include conducting more qualitative, quantitative, and mixed-methods studies, utilizing the information gathered in practice, replicating the study in other contexts, and studying other ecological factors that may provide more insight as to how to further influence and increase the success of students with ED through tailored interventions.
|Commitee:||Bylund, James, Mossaver-Rahmani, Ali|
|School:||University of La Verne|
|School Location:||United States -- California|
|Source:||DAI-A 80/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology|
|Keywords:||Bronfrenbrenner's, Ecological systems, Emotional and behavioral disorders, Emotional disturbance, Intervention, Non-public school|
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