Parent preferences on disability language regarding their preschool-aged child with special needs
1 online resource (67 pages) : PDF
University of North Carolina at Charlotte
The purpose of the study was to examine the disability language preference of parents with a child with special needs who is between the ages of three and five. Specific research questions included: What form of disability language do parents choose to adopt for their preschool-aged child immediately following a diagnosis and prior to their child’s ability to assist in the decision-making process? What factors influence the decision regarding what form of disability language to use when referring to their preschool-aged child with special needs? How is the disability language preference of parents related to the intensity or frequency of services their child receives during preschool (Section 619) programs? To what degree does the disability language preference of parents relate to the short-term goals they have created for their child? Data were collected through an electronic survey given to parents whose child is enrolled either through the Exceptional Child (EC) program at a local preschool or organization. The survey was used to determine parent’s preference of disability language in addition to examining possible associations between the preferred disability language and demographics, as well as between the disability language and the services the child was receiving and the goals the parents have created for their child. Person-first language was chosen by 12 out of the 14 participants. No statistically significant correlations were found between disability language and the other variables. Limitations included a small sample size and a researcher-created survey.
DISABILITY CULTUREDISABILITY LANGUAGEIDENTITY-FIRST LANGUAGEPERSON-FIRST LANGUAGEPRESCHOOL
Child & Family Studies
Baughan, CynthiaCook, James
Thesis (M.Ed.)--University of North Carolina at Charlotte, 2018.
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