Dissertation/Thesis Abstract

A Qualitative Exploration of Perceptions of Down Syndrome and Student Disabilities in a Suburban Midwest High School
by Wagener, Gregory, Ed.D., Lindenwood University, 2019, 166; 27671852
Abstract (Summary)

The researcher explored the perceptions of typically-developing students, teachers, and parents of students with Down syndrome and students with disabilities at a suburban Midwestern High School. In exploring these perceptions of students with Down syndrome and students with disabilities, this study intended to explore how to increase effective inclusion of students with Down syndrome and students with disabilities in the general education setting, but more so, to explore the stigmas surrounding students with Down syndrome and students with disabilities in order to better understand the character of typically-developing students, teachers, and parents regarding students with Down syndrome and students with disabilities. To explore these perceptions, typically-developing students, teachers, and parents read and responded to a fictitious scenarios about either a “student with Down syndrome” or a “student with a disability” being excluded from an educational activity in class. Student respondents answered questions about their scenario regarding how they would work to include and advocate for the student in the educational activity. Teachers answered questions about how they expected their student to work to include and advocate for the student in the scenario. The researcher compared the responses of the participants who read the scenario about the “student with Down syndrome” to the responses of the participants who read the scenario about the “student with a disability.” The researcher examined the responses to explore the differences in how the participants responded to two similar scenarios: one scenario was about a “student with Down syndrome,” and the other about a “student with a disability.” Overall, students responded that they would be more likely to include and advocate for the student with Down syndrome than the student with the disability. Teachers responded that they expected their students would be more likely to include and advocate for the student with Down syndrome than the student with the disability. No parent responded to the scenarios. The research suggested perceptions of students with Down syndrome and students with disabilities can be improved through the increase of quality interactions with students in the general education setting.

Indexing (document details)
Advisor: Elder, Robyne
Commitee: Marquart, Jenny, Hungerford, Greg
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 81/6(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Educational evaluation, Secondary education, Disability studies
Keywords: Down syndrome, Inclusion, Students with disabilities
Publication Number: 27671852
ISBN: 9781392499801
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest