Staff View
A survey of New Jersey school psychologists' knowledge of cochlear implanted children

Descriptive

TitleInfo
Title
A survey of New Jersey school psychologists' knowledge of cochlear implanted children
Name (type = personal)
NamePart (type = family)
Dworkin
NamePart (type = given)
Chelsey Page
NamePart (type = date)
1988-
DisplayForm
Chelsey Dworkin
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Schneider
NamePart (type = given)
Kenneth
DisplayForm
Kenneth Schneider
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Harris
NamePart (type = given)
Sandra
DisplayForm
Sandra Harris
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Gates Ulanet
NamePart (type = given)
Patricia
DisplayForm
Patricia Gates Ulanet
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Cochlear implantation provides children with severe to profound sensorineural hearing loss the ability to achieve age-appropriate speech, language, and communication levels, and improved reading ability and literacy rates. With comprehensive habilitation services post-implementation, children with cochlear implants (CIs) have the opportunity to participate in inclusive educational programs. School psychologists (SPs) have an essential role in providing services and supports, and managing the educational needs of children with CIs in schools. In this study, a survey was conducted targeting SPs in New Jersey public schools to assess their knowledge and experience in working with children with CIs. Participants assessed a variety of areas relevant to the field including: background knowledge, classification and support services, programming, assessments, social emotional functioning, related services, and parent support. SPs also evaluated whether their school/district provided the necessary services and supports to assist children with CIs and their families sufficiently. The survey also queried possible challenges to the provision of services and desired resources to better service this population in public school settings. An electronic survey was created by the dissertation committee and emailed to all SPs in New Jersey public schools in order to receive a representative sample of the state. Contact information was gathered through Internet searches and telephone calls. An entire database of 1,777 SPs were emailed to participate in the study, with 490 respondents (27.57%). Data were analyzed using descriptive statistics. Survey questions had varying numbers of useable responses, requiring individual item analysis. Responses to open-ended questions were reviewed individually and categorized in order to determine common themes. The various categorical findings indicate that SPs in New Jersey public schools have limited knowledge, skills, and awareness regarding children with CIs; however, public schools/districts in New Jersey are integrating and servicing children with CIs moderately well. Many SPs indicate the use of a needs-based and individualized approach when working with children with CIs, and the desire to receive more training and information regarding this population. The study’s practical implications, limitations, and future directions for research are discussed.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5695
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
xiii, 110 p. : ill.
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Chelsey Page Dworkin
Subject (authority = ETD-LCSH)
Topic
Hearing impaired children--Means of communication--New Jersey
Subject (authority = ETD-LCSH)
Topic
Cochlear implants--New Jersey
Subject (authority = ETD-LCSH)
Topic
School psychologists--New Jersey
Subject (authority = ETD-LCSH)
Topic
Hearing impaired children--Education (Elementary)--New Jersey
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/T30Z71J0
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Dworkin
GivenName
Chelsey
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-05-16 10:14:50
AssociatedEntity
Name
Chelsey Dworkin
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
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.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2016-05-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2016.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.5.5
Rutgers University Libraries - Copyright ©2024