Date of Award
Spring 3-2017
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Shelly Fransen
Second Advisor
Dr. Sherry DeVore
Third Advisor
Dr. Danny Humble
Abstract
This study was designed to determine the relationship between the family unit, which was defined as single-parent households and two-parent households, and educational placement. Data were collected from six Southwest Missouri K-8 districts in Region C. Participants reported student enrollment according to categories of single-parent special education, single-parent regular education, two-parent special education, and two-parent regular education. In addition, district special education coordinators were interviewed to gather data on their perspectives and experiences regarding the different household types and educational placement. This mixed methods design revealed students from singleparent households are more likely to be negatively affected by home environment situations and have a higher probability of academic deficits leading to special education placement. The negative effects included lack of stability, lack of organization, lack of availability to assist with academic tasks, lack of attention to diagnoses and treatment, lack of exposure to outside academic influences, increased demands on the student from inside the household, and hunger. These negative effects were attributed to decreased financial security, less stable working hours, and lower education levels of the single parents.
Recommended Citation
Cook, Melissa M., "An Examination of the Proportion of Special Education Students in Single-Parent Homes in Comparison to Regular Education Students in Similar Households" (2017). Dissertations. 177.
https://digitalcommons.lindenwood.edu/dissertations/177
Rights
Copyright 2017