NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED526445
Record Type: Non-Journal
Publication Date: 2011
Pages: 164
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-4229-4
ISSN: N/A
Parent Perspective on the Home-Based Interim Alternative Educational Setting: A Phenomenological Study
Jones, Gregory L.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to explore and describe the perspectives of parents of expelled disabled students placed in home-based interim alternative educational settings (IAES). The study consisted of three parent participants whose disabled children, by virtue of their violations of the school district's discipline policy, were administratively placed in the home-based interim alternative educational setting (IAES). A review of the literature revealed the views of experts on (a) the interim alternative educational setting, (b) zero tolerance policies and related student expulsions, (c) protections for disabled students, (d) parental involvement guidelines, and (e) the effectiveness of the home-base IAES in terms of (a) provision of Free and Appropriate Public Education, (b) provision of educational services in the Least Restrictive Environment, and (c) the promotion of parental involvement. The research design was an adaptation of Edmund Husserl's phenomenological research approach outlined by Clark Moustakas (1994, "Phenomenological research methods"). The methodology involved in-depth interviews with each of the three parent participants. Analysis of the data revealed that (a) parent perception of their relationships with school officials after assignment of their children to the home-based interim alternative educational setting is dubious at best, (b) parent involvement behavior was affected by the absence of encouragement by school officials, and further by their unique perceptions of their responsibilities as parents, (c) parents tended to become less involved when they felt they were not recognized and accepted by school officials, and (d) school and district officials tended to overlook the contribution potential of parents of displaced disabled students in home-based IAES. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A