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ERIC Number: ED576402
Record Type: Non-Journal
Publication Date: 2017
Pages: 171
Abstractor: As Provided
ISBN: 978-1-3697-0863-9
ISSN: EISSN-
A Transcendental Phenomenological Study Examining Parents' Perceptions Regarding the Enrollment of Children with Learning Differences in an NILD Program in a K-12 Christian School
Bayer, Wendy Wallis
ProQuest LLC, Ed.D. Dissertation, Liberty University
The purpose of this transcendental phenomenological study is to describe the experiences of parents who have a child with learning differences who has been enrolled in a National Institute for Learning Development (NILD) program in a K-12 Christian school. The central phenomenon is, "What are the experiences of parents who have a child with learning differences who has been enrolled in an NILD program in a K-12 Christian school?" Socio-cultural theory (Vygotsky, 1978) and social cognitive theory (Bandura, 1986) guide this study. Ten co-researchers, who have children with learning differences who have attended at least one K-12 Christian school and were enrolled in a NILD program in the United States for a minimum of one full school year, participated in an on-line survey, an individual interview, and wrote a letter of advice. Data were analyzed using phenomenological reduction as outlined by Moustakas (1994). All statements were listed and then irrelevant statements were eliminated. Significant statements were organized into themes, forming the basis of a composite textural description, composite structural description and finally the essence of the phenomenon (Moustakas, 1994). Findings indicated that co-researcher perceptions of NILD were generally positive. Co-researchers experienced challenges prior to their children's NILD enrollment and then resulting successes. Co-researchers shared spiritual reasons for enrolling their children in a Christian school. Co-researchers felt that any challenges they faced while their children were enrolled in NILD far outweighed the benefits they received. [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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A