Counseling, Higher Education & Special Education Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/2757

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    PARENTS OF STUDENTS WITH DISABILITIES: WHAT THEY KNOW, WHAT THEY THINK THEY KNOW, AND WHAT THEY WANT TO KNOW ABOUT SPECIAL EDUCATION RIGHTS AND PROCESS
    (2024) Kim, Julianna; Wexler, Jade; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Parents of students with disabilities play a vital role in the Individualized Education Program (IEP) planning process. Research has shown that parents’ engagement and advocacy could benefit students’ services. In order for more effective advocacy, parents must know their special education rights and process. Therefore, this dissertation study explored parent’s knowledge and understanding of special education rights and process.Chapter 2 is a research synthesis of how studies have quantifiably measured parents’ knowledge and understanding. Chapter 3 is a mixed-method design study that explores whether parents’ perceived knowledge and actual knowledge are different constructs through a nationwide survey. The second section of the mixed method study is qualitative design through focus groups, and the purpose of the focus groups was to explore what information parents from culturally and linguistically diverse backgrounds desire to find and how that information should be presented. The findings from the focus groups were used to write a policy paper in Chapter 4. Finally, Chapter 5 summarizes the findings and shares limitations and implications.
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    Communication Patterns of Undergraduate Students and their Parents
    (2007-05-29) Yip, Christine; Guenzler-Stevens, Marsha A.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this thesis was to examine the student-parent relationship by understanding communication patterns of undergraduate students and their parents. Topics discussed, frequency, initiation, methods of communication, and student satisfaction were investigated and analyzed across race, gender, and age. There were 539 usable respondents (females n = 331, males n = 182) between the ages of 18 and 24 from a Mid-Atlantic university. Students most frequently discussed physical health issues, career planning, living situations, friends, and current financial situations with their parents. More than two-thirds of respondents did not discuss the topics of alcohol and sex. Students and parents both initiated communication an average of five times a week, and cell phone was the most common method of communication. Regarding satisfaction, more than two-thirds of respondents were "satisfied" or "strongly satisfied" with the frequency, methods used by parents, frequency of parent-initiated communication, quality of advice, and level of sharing.