GENRE AS RHETORICAL SITUATION: COMPETING RHETORICS IN THE SPECIAL EDUCATION PROCESS

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dc.contributor.advisorWible, Professor Scotten_US
dc.contributor.authorO'Brien, Daune Marieen_US
dc.contributor.departmentEnglish Language and Literatureen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2017-06-22T06:38:44Z
dc.date.available2017-06-22T06:38:44Z
dc.date.issued2017en_US
dc.description.abstractThis study examines key genres within the Individualized Education Plan (IEP Process) as rhetorical processes that respond to, anticipate, enable, and in some cases, forecast and govern federally mandated parent participation within the IEP process. Specifically, I argue that the Notice of IEP team Meeting, IEP Meeting, and Prior Written Notice (PWN) are genres that technically meet legislative requirements but subvert the intended rhetorical context, challenging parent involvement rather than facilitating federally mandated parent participation.en_US
dc.identifierhttps://doi.org/10.13016/M28P35
dc.identifier.urihttp://hdl.handle.net/1903/19544
dc.language.isoenen_US
dc.subject.pqcontrolledRhetoricen_US
dc.subject.pqcontrolledLanguageen_US
dc.subject.pquncontrolledGenre Theoryen_US
dc.subject.pquncontrolledIDEAen_US
dc.subject.pquncontrolledIEPen_US
dc.subject.pquncontrolledRhetoricen_US
dc.subject.pquncontrolledSpecial Educationen_US
dc.subject.pquncontrolledTechnical Communicationen_US
dc.titleGENRE AS RHETORICAL SITUATION: COMPETING RHETORICS IN THE SPECIAL EDUCATION PROCESSen_US
dc.typeThesisen_US

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