Date of Conferral
2014
Degree
Ph.D.
School
Education
Advisor
Peggy Locke
Abstract
Homeschool delivery to students is on the rise, particularly in regards to the education of students with disabilities. At this time, there is a lack of research on homeschooled students with disabilities. The purpose of this phenomenological study was to explore how parents choose a model of education for their children with disabilities. A purposeful sample of 3 distinct groups comprising 13 parents of children with disabilities was assembled: (a) parents who are homeschooling their child with a disability, (b) parents who have decided to enroll their child in the public school system after previously homeschooling, and (c) parents who may have or never have considered homeschooling their child but instead chose to have their child attend a public school. Open and selective coding techniques were used to identify significant themes in the participants' responses. The results of the interviewed participants revealed themes of Needs, Flexibility, Child's Request, and Bullying. These themes, especially parents stating that their child's needs are met, were a significant reoccurring reason parents reported choosing the educational setting they did. Findings also included that overall satisfaction of parents of students with disabilities was higher among parents who had homeschooled than among parents with children in public school. Finally, topics of participation and communication between public schools and parents were explored in order to examine the possible influences of parent choice. Implications for social change include compromises from both schools and parents and a suggestion of a possible hybrid option for some students with disabilities.
Recommended Citation
Delaney, Angie Marie, "Perspectives of Parents of Students With Disabilities Toward Public and Homeschool Learning Environments" (2014). Walden Dissertations and Doctoral Studies. 138.
https://scholarworks.waldenu.edu/dissertations/138
