Factors Considered in Determining Educational Setting for Students with Emotional Disturbance

Persistent Link:
http://hdl.handle.net/10150/301560
Title:
Factors Considered in Determining Educational Setting for Students with Emotional Disturbance
Author:
Hoge, Matthew Ryan
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews were conducted to identify and understand factors contributing to placement decisions for IEP teams. Qualitative analysis of interviews produced three themes. First, IEP team members' beliefs, knowledge, and attitudes of ED influenced their recommendations for placement decisions. Second, teacher and resource-based factors played as critical a role as student-based factors in where students were placed. Third, needs of school-based stakeholders (i.e. teachers, principals, district officials) competed with those of the student with ED. Previous interview-based research on factors related to the determination of educational setting for students with ED relied predominantly on a single population: teachers. This study extends the research literature by including psychologists and principals as participants. The findings, provided by a cross section of school districts and personnel, highlight challenges related to the provision of high quality educational services for students with ED.
Type:
text; Electronic Dissertation
Keywords:
Emotional disturbance; Focus group research; Special Education; Educational setting
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Liaupsin, Carl J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleFactors Considered in Determining Educational Setting for Students with Emotional Disturbanceen_US
dc.creatorHoge, Matthew Ryanen_US
dc.contributor.authorHoge, Matthew Ryanen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews were conducted to identify and understand factors contributing to placement decisions for IEP teams. Qualitative analysis of interviews produced three themes. First, IEP team members' beliefs, knowledge, and attitudes of ED influenced their recommendations for placement decisions. Second, teacher and resource-based factors played as critical a role as student-based factors in where students were placed. Third, needs of school-based stakeholders (i.e. teachers, principals, district officials) competed with those of the student with ED. Previous interview-based research on factors related to the determination of educational setting for students with ED relied predominantly on a single population: teachers. This study extends the research literature by including psychologists and principals as participants. The findings, provided by a cross section of school districts and personnel, highlight challenges related to the provision of high quality educational services for students with ED.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectEmotional disturbanceen_US
dc.subjectFocus group researchen_US
dc.subjectSpecial Educationen_US
dc.subjectEducational settingen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLiaupsin, Carl J.en_US
dc.contributor.committeememberUmbreit, Johnen_US
dc.contributor.committeememberFerro, Joleneaen_US
dc.contributor.committeememberRubinstein-Avila, Elianeen_US
dc.contributor.committeememberLiaupsin, Carl J.en_US
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