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Parent and School Professional Descriptions: Collaboration for Children Diagnosed with DDX3X Syndrome

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Bibliographic Details
Title: Parent and School Professional Descriptions: Collaboration for Children Diagnosed with DDX3X Syndrome
Language: English
Authors: BrieAnne Marie Rader
Source: ProQuest LLC. 2024Ed.D. Dissertation, Grand Canyon University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 260
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Students with Disabilities, Intellectual Disability, Developmental Disabilities, Parents, Parent Attitudes, Parent School Relationship, Parent Teacher Cooperation, Special Education
ISSN: 3825-8188
ISBN: 979-83-8258-188-0
Abstract: The purpose of this qualitative descriptive study was to explore how parents of children diagnosed with DDX3X Syndrome and school professionals serving on special education teams in the United States describe collaboration. The collaborative process was investigated through three sub-questions regarding relationship building, shared values, and goals underpinned by the Building Blocks of Collaboration Model. Data collection entailed individual, semi structured interviews with parents and school professionals. Purposive and snowball sampling was used to recruit 11 parents and school professionals living in the United States. Participants were recruited from the DDX3X Foundation Facebook page. The researcher utilized thematic analysis to uncover nine unique themes. Relationship Building was described through the communication practices, the importance of relationship building to attaining trust, and the impact relationships had on handling disagreements. The development of shared goals was described through the importance of sharing information prior to meetings, recognizing parents' expertise, the inherent mechanisms that impact the collaborative process, and the challenges to successful collaboration. Finally, active engagement was described through the specific expectations for parents and school professionals as team members working towards the student's plan. Future research can further explore the role that school professionals play in enabling parents' ability to communicate and actively engage in the plan for their child with a rare disease. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31240887
Accession Number: ED653663
Database: ERIC
Description
Abstract:The purpose of this qualitative descriptive study was to explore how parents of children diagnosed with DDX3X Syndrome and school professionals serving on special education teams in the United States describe collaboration. The collaborative process was investigated through three sub-questions regarding relationship building, shared values, and goals underpinned by the Building Blocks of Collaboration Model. Data collection entailed individual, semi structured interviews with parents and school professionals. Purposive and snowball sampling was used to recruit 11 parents and school professionals living in the United States. Participants were recruited from the DDX3X Foundation Facebook page. The researcher utilized thematic analysis to uncover nine unique themes. Relationship Building was described through the communication practices, the importance of relationship building to attaining trust, and the impact relationships had on handling disagreements. The development of shared goals was described through the importance of sharing information prior to meetings, recognizing parents' expertise, the inherent mechanisms that impact the collaborative process, and the challenges to successful collaboration. Finally, active engagement was described through the specific expectations for parents and school professionals as team members working towards the student's plan. Future research can further explore the role that school professionals play in enabling parents' ability to communicate and actively engage in the plan for their child with a rare disease. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-8258-188-0
ISSN:3825-8188