dc.contributor.author	Lynch, Margaret J.
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2017-2024	en_US
dc.date.accessioned	2024-06-25T14:13:06Z
dc.date.available	2024-06-25T14:13:06Z
dc.date.issued	2024-05-01
dc.identifier.other	c7788c8f-1b36-4021-bc3b-c72107a034cd	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7188
dc.description.abstract	Over seven million children in America receive special education services yearly, meaning millions of families participate in the special education process each school year (National Center for Education Statistics, 2021). The Individuals with Disabilities Education Act, or IDEA (2004), required that parents and educators collaborate within the special education process. Given that positive parent-school collaboration correlated with increased student achievement, researchers sought to identify components of a collaborative parent-school partnership in special education: an atmosphere of trust,mutual respect, empathy, cooperation, and a balance of power between the school and special education staff (Hampden-Thompson & Galindo, 2017; Henderson et al., 2020; MacLeod et al., 2017). Even with the collective understanding in the field of education regarding the characteristics of positive parent-school partnerships in special education and the benefits for student achievement, a disconnect between special education staff and parents persists (Fenton et al., 2017). Given the impact of parent-school collaboration on student achievement, the purpose of this basic interpretative study was to explore how parents of children who qualified for special education and have participated for two or more years in the public-school special education process described their experiences in the special education parent-school partnership. Using in-depth interviews with six families representing different disabilities, researchers collected the stories the families shared of their experiences navigating a combined 59 years of special education with their children. The following themes emerged: The difference one educator can make; inequality in knowledge; parent to parent support; inequality in access; balancing and navigating the professionals; and the depth of a parent’s unwavering love. Keywords: Education; Special education; Dissertations, Academic; collaboration; disabilities; multiple school years; parent-school partnership; parents' experiences; special education;	en_US
dc.format.extent	1 electronic record. PDF/A document, 317 pages, 6537433 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Special education	en_US
dc.subject	Children with disabilities--Education	en_US
dc.title	Parents' Experiences and Perceptions Navigating the Special Education Process Across Multiple School Years	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Nobles, Kathy
dc.description.committee	Fiester, Herbert
dc.description.committee	Lairsey, John
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US