This qualitative study examines the lived experiences of New Jersey public school students with dyslexia and their families and the impact on the home-school relationship. Using online parent surveys and administrator focus groups, participants were asked about parent and school personnel’s expectations related to identification and intervention for students with dyslexia. The findings reveal both alignment of expectations about responsibility of identification and misalignment of expectations related to communication, curriculum, testing, and response time to concerns. Recommendations for improving parent experiences and consistency among New Jersey public schools are included in the discussion of this study.
|Commitee:||Richardson, Marsha, Reisman, Abby|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Education, Disability studies, Individual & family studies|
|Keywords:||Dyslexia, Home-School Partnerships, New Jersey Public Schools|
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