The space between: Current practices and perceptions regarding trauma-informed supports and special education services
Miller, Deserai
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https://hdl.handle.net/2142/102769
Description
Title
The space between: Current practices and perceptions regarding trauma-informed supports and special education services
Author(s)
Miller, Deserai
Issue Date
2018-08-14
Director of Research (if dissertation) or Advisor (if thesis)
Santos, Rosa
Doctoral Committee Chair(s)
Santos, Rosa
Committee Member(s)
Ostrosky, Michaelene
Corr, Catherine P.
Lindsey, Brenda
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Trauma-informed care, special education
Abstract
Children are experiencing abuse and neglect at higher rates than ever before. There is a direct link between child maltreatment and negative educational outcomes, yet current research suggests school professionals are unprepared to provide appropriate support. Furthermore, children are four times more likely to receive special education services if they have experienced abuse and neglect, and young children are at the greatest risk. However, little research has been conducted that directly considers early childhood special education professionals in providing trauma-informed special education services. Through a constructivist lens, 18 school social workers and 17 early childhood special education teachers participated in six focus groups where current practices, facilitators, and barriers experienced by early childhood special education providers when providing trauma-informed support were examined. To achieve a deeper understanding, school social worker and early childhood special education teacher data were initially analyzed separately, and then a comparative analysis was conducted to examine similarities and differences across groups. Implications for research, policy, and practice are discussed.
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