Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Special Education

Major Professor

Ann Cranston-Gingras, Ph.D.

Committee Member

Zorka Karanxha, Ph.D.

Committee Member

Jennifer Wolgemuth, Ph.D.

Committee Member

Elizabeth Doone, Ph.D.

Keywords

inclusion, early intervention, preparation, organizational problems

Abstract

Families are often the forgotten partners in education and in educational research. It is important to consider input from families regarding their children’s education. Their voices are crucial ones that should be heard more often. The research is currently lacking information about families’ perceptions about the education of their children with significant disabilities. This qualitative study explored mothers’ perspectives on the literacy education of their children and the role they play in the process. Stories of five participants and their lived experiences of supporting their children with intellectual and development disabilities in acquiring early literacy skills are shared. Themes relating to mothers’ preparation and support of their children, their high aspirations and desire for inclusion, and their experiences building trusting relationships between themselves and schools emerged. Implications of the study for practice include a need for schools to rethink organizational structures that may be impeding relationships with families, and examine how they partner, communicate and collaborate with parents as well as the support they provide for families. Future research should expand on findings regarding how parents educate themselves on their children’s disabilities and the strengths and challenges they face acquiring literacy. Further, systemic issues impeding schools from working effectively with families, and approaches for mending broken relationships between schools and families warrant further investigation.

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