Dissertation
Listening to learn: family engagement when children are deaf or hearing impaired
Doctor of Education (Ed.D.), Drexel University
Dec 2016
DOI:
https://doi.org/10.17918/etd-7268
Abstract
There is a growing body of research that shows correlation between family engagement and enhanced student outcomes. Federal legislation regulating special education (notably IDEA, 2004 and ESSA, 2015) has placed an increasing emphasis on family engagement with each iteration. Furthermore, it is commonly understood that family engagement is crucial when a child has a hearing impairment. Recognizing that connection, this study intended to explore the practices that parents of children who are deaf or hearing impaired perceive as facilitative of and obstacles to family engagement in the special education experience. The purpose of the study was to highlight these strategies in an effort to enhance their effectiveness among stakeholders in special education. The conceptual framework was supported by research and included three streams: 1. families of children who are deaf and hearing impaired; 2. home, school, and community engagement; and 3. facilitative practices and obstacles to engagement. The sample population included parents of children who ranged in age from kindergarten to entering college and who participate in hearing support service as their primary special education assignment. A phenomenological approach was taken in examining the shared life experiences of the participants. An initial poll of families of children with hearing loss in a southeastern Pennsylvania regional service agency identified participants who described themselves as having high levels of family engagement. A subset of the participants was invited to participate in one-on-one interviews and to respond to a writing prompt. Interview responses provided thick, rich descriptions of participants' experiences, which were recorded electronically, and then transcribed and analyzed to identify themes. The study revealed that parents value open, two-way communication with educational teams. They seek information, ongoing support for technology, and sustained opportunities to connect with other parents to enhance their funds of knowledge. Findings of this study represent a call to action to promote transformational leadership; necessitating the investment of time, resources, and energy that focus on family engagement as the foundation of all educational endeavors.
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Details
- Title
- Listening to learn
- Creators
- Marguerite Kennedy Vasconcellos - DU
- Contributors
- Constance Lyttle (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 210 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7268; 991014632165404721