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- Creators: Division of Teacher Preparation
Description
This comprehensive literature review synthesized 18 studies, from 15 search engines about the conceptualization of inclusive education within Arizona's borderlands from the viewpoints of educators, researchers, policy makers and family members. Although there is research that states along international borders are complex and diverse educational spaces, the information found regarding special education along the U.S-Mexico border mostly centers on the issue of over-representation of Mexican-American, Yaqui and Navajo students. There is validity and need to present these specific issues and groups of individuals, however there is little empirical data that involves the attitudes, perspectives and experiences of other stakeholders, such as parents, educators, and administrators who participate in special education processes, in a way that reflects education in borderlands as an asset-based setting and that engages in dialogue about across all of the disabilities categories protected under IDEA and 504 plans. Key Words: special education, parents, teachers, literature review, borderlands
ContributorsSiulok, Carolina Maria (Author) / Boveda, Mildred (Thesis director) / Morris, Katherine (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The objective of this study was to examine the quality of life health metrics of parents whose children were diagnosed with Classic Galactosemia and underwent a proactive treatment program. The data analyzed in this study came from the Babble Boot Camp©, which included one control family and nine treatment families. The Babble Boot Camp© is an innovative intervention program that is implemented via parent training. Child progress and parent quality of life are closely monitored in regular intervals. The purpose of this study was to evaluate if the intervention was successful in terms of child language growth, how the child’s progress affected the parent’s quality of life, and if there were differences in the psychological and physical health of the mothers and fathers. We utilized a variety of questionnaires, specifically the Ages and Stages Questionnaires- 3 (ASQ3) (Squires & Bricker, 2009), Pediatric Quality of Life (PedsQL) Questionnaire (Varni, 1998), Parental Stress Index (PSI-4) (Abidin 2012) and the MacArthur CDI Questionnaire (MBCDI2) (Fenson et al., 2007). The three main findings of this study are: the BBC© treatment protocol showed beneficial gain to the children, the development of the child did affect the parent’s quality of life, and the mother’s physical health was significantly worse than the father’s in terms of health metrics. The significance of this study is to identify preliminary trends in quality of life data of the parents. Clinical implications for the future include investigation of various possible factors driving the improvement of the parent’s quality of life.
ContributorsSchur, Jacklyn (Author) / Peter, Dr. Beate (Thesis director) / Scherer, Nancy (Committee member) / Department of Psychology (Contributor) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Reading aloud is an experience that provides children with cognitive and social emotional
benefits. Fathers are often not a part of this experience due to outdated gender roles that have led
to the classification of reading as a feminized activity. This review discusses the literature
surrounding the cognitive and social-emotional benefits of reading aloud to children. In addition
to academic literature, this paper takes into account the experiences of educators and parents
shared through social media and literacy organizations external to academia due to their presence
on the front lines of the reading aloud. This paper is divided into five sections, each of which
addresses a different domain of the read aloud practice. The first section is a personal narrative in
which the author shares a story surrounding her experience with read alouds to provide context
on why this topic was chosen for her undergraduate thesis. Section two addresses the importance
of read alouds in a child’s literacy journey and serves as a framework for the remainder of the
review. Section three discusses the vitality of the participation of fathers in the practice and
includes the explanation of the feminization of reading and the implications of the lack of fathers
within the read aloud experience. Section four discusses the implications of fathers taking an
active role in reading aloud. Lastly, section five serves as a resource pool for fathers, including
tips, a guide to community resources, and sample book lists.
Keywords: read aloud, gender roles, educator, literacy, parents, fathers
benefits. Fathers are often not a part of this experience due to outdated gender roles that have led
to the classification of reading as a feminized activity. This review discusses the literature
surrounding the cognitive and social-emotional benefits of reading aloud to children. In addition
to academic literature, this paper takes into account the experiences of educators and parents
shared through social media and literacy organizations external to academia due to their presence
on the front lines of the reading aloud. This paper is divided into five sections, each of which
addresses a different domain of the read aloud practice. The first section is a personal narrative in
which the author shares a story surrounding her experience with read alouds to provide context
on why this topic was chosen for her undergraduate thesis. Section two addresses the importance
of read alouds in a child’s literacy journey and serves as a framework for the remainder of the
review. Section three discusses the vitality of the participation of fathers in the practice and
includes the explanation of the feminization of reading and the implications of the lack of fathers
within the read aloud experience. Section four discusses the implications of fathers taking an
active role in reading aloud. Lastly, section five serves as a resource pool for fathers, including
tips, a guide to community resources, and sample book lists.
Keywords: read aloud, gender roles, educator, literacy, parents, fathers
ContributorsCoffman, Courtney Elizabeth (Author) / Giorgis, Cyndi (Thesis director) / DeBiase, Jessica (Committee member) / Educational Leadership & Innovation, Division (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12