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Fathers' perspectives
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Fathers' perspectives
SubTitle
a qualitative approach to understanding the experiences of fathers of children in special education
Identifier
ETD_2718
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000052872
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
English
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
School Psychology
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Children with disabilities--Education
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Special education--Parent participation
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Father and child
Abstract
There has been a growing interest in understanding and increasing father involvement in their child's education. Ongoing research has documented the positive effects of father involvement; however, fathers continue to feel disconnected from their child's school and educational program. Not surprisingly, research has indicated that fathers of children in special education are also underutilized by school practitioners. Rather than reaching out to both parents, school personnel continue to disregard fathers and rely predominately on the child's mother. Because federal policy mandates parent collaboration on special education teams, there is a need for special education personnel to begin reaching out to fathers in order to increase their involvement in the process. In this study, in-depth qualitative interviews were conducted with fathers of children in special education to better understand their involvement in the process. This study examines their experiences engaging with school personnel and their perspectives on their roles in their child's special education program. Their emotional reactions to the process are examined within the in-depth data providing a rich description of their experiences. Findings indicate that the fathers in this study are strong advocates for their children and are very concerned for their children's education. In addition, the fathers want to be included more often and to be seen as equal partners in their child's special education program. Furthermore, these fathers offered recommendations for special education personnel to better facilitate the involvement of fathers. Suggestions for school psychology practice and topics for future research are discussed.
PhysicalDescription
Form
(authority = gmd)
electronic resource
Extent
v, 79 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references (p. 69-73)
Note
(type = statement of responsibility)
by Jeffrey S. Selman
Note
Includes abstract
Name
(ID = NAME-1);
(type = personal)
NamePart
(type = family)
Selman
NamePart
(type = given)
Jeffrey S.
Role
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author
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Jeffrey Selman
Name
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NamePart
(type = family)
Gantwerk
NamePart
(type = given)
Lewis
Role
RoleTerm
(authority = RULIB)
chair
Affiliation
Advisory Committee
DisplayForm
Lewis Gantwerk
Name
(ID = NAME-1);
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(ID = NAME-2);
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm
(authority = RULIB)
school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
(qualifier = exact);
(type = degree)
2010-05
Place
PlaceTerm
(type = code)
xx
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001800001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3B8586V
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Selman
GivenName
Jeffrey
Role
Copyright Holder
RightsEvent
(ID = RE-1);
(AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-05-10 16:24:43
AssociatedEntity
(ID = AE-1);
(AUTHORITY = rulib)
Role
Copyright holder
Name
Jeffrey Selman
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
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(AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
ContentModel
ETD
MimeType
(TYPE = file)
application/pdf
MimeType
(TYPE = container)
application/x-tar
FileSize
(UNIT = bytes)
194560
Checksum
(METHOD = SHA1)
f96e08ab43c78c4349e48973aaf8c5fb43952fe4
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