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<p> This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses. </p><p> The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.</p>

<p> The purpose of this case study was to investigate and describe Recognition &amp; Response (R &amp; R) practices, a model of early literacy Response to Intervention, utilized by multidisciplinary staff teams in a purposively selected, inclusion-based preschool program in Southern California. Investigated R &amp; R practices included: (a) recognition of student needs through assessment, (b) collaborative problem-solving as a process to plan and evaluate next steps for students, and (c) response through a multi-tiered instructional approach. </p><p> The researcher utilized a qualitative case study design. The single district preschool program selected is comprised of ten inclusion-based classrooms located on two elementary school sites. The four-year old classrooms within this program were purposively selected for this study. The researcher designed an interview protocol, an artifact review form, and a classroom observation tool. </p><p> The findings of the study were synthesized into four overall conclusions. First, informal assessment is critical for providing intentional early literacy experiences to students. Second, informal problem solving between members of a multidisciplinary team is essential in planning an instructional response to support student early literacy needs. Third, a core literacy program that reflects agreed-upon literacy targets through thematic units and a range of learning formats across classroom is key to recognizing student early literacy needs. Fourth, the embedded use of multi-tiered instruction is a means of providing students with access to core literacy curriculum. </p><p> One policy implication is related to the current funding model for public preschool programs. The restrictions can serve as obstacles for implementing the practices described in this study. Three practice implications include the development of leadership and vision for early childhood programs, investment in the professional learning of early childhood education teams, and the allocation of time for teachers and support staff to engage in critical conversations. </p><p> Future studies that may benefit the early childhood profession include a longitudinal study of the program and a study of longevity of staff who serve on multidisciplinary teams. A third recommended area of study is to explore how, if at all, prompts support or hinder student independent use of learned skills in early childhood classrooms.</p>

<p> Within this dissertation I discuss my experience as both teacher and researcher in an early childhood art education research project with the goal to challenge traditional conceptions of power and knowledge in work with young children. Inspired initially by the idea of reactivating children&rsquo;s traditionally subjugated knowledges, in this research I aimed to foster a space where children and adults could ethically collaborate in art, making, and research. Over the course of 10 weeks, this art classroom was built as a space created for children, grounded in notions of change, movement, trust, and respect. The children were not only encouraged to create their own opportunities for making, and also to challenge what it means to exist and make in the early childhood art classroom by engaging in play, exploration, and collaborations with adults. In what follows, I share some of the children&rsquo;s words and work in order to make their experience in this classroom space visible. Both their artworks and experiences are analyzed through various theoretical lenses, including theories surrounding nomadism and movement, ethical encounters, collaborations between adults and children, and chaos theory in play. Ultimately, I argue that challenging conventional understandings of power, authority, and knowledge in the art classroom demands resistance from both adults and children. However, this resistance is coupled with a responsibility for educators to listen deeply to what their students both want and need, and to embrace curricular spaces that welcome the unknown. Throughout this dissertation it is my hope to present new and different ways of being and engaging with young children in spaces of art education.</p>

The purposes of the study were to investigate the association between the variables presented below. / The sample was drawn from fifth and sixth grade girls who attended a developmental research school or a private school in Florida or the public schools in Mississippi. The 58 father-daughter dyads were asked to meet together with the researcher. / School achievement (dependent variable) was measured by grade point average. Independent measures for girls were: self-esteem--measured by the Coopersmith Self-Esteem Inventory; sex role orientation--measured by the Adolescent Sex Role Inventory; dependency--measured by the Children's Dependency Scale; parent perception--measured by the Piety Parent Perception Inventory. / Independent measures for fathers were: self-esteem--measured by the Coopersmith Self-Esteem Inventory; sex role orientation--measured by the Bem Sex Role Inventory; fathers' perception of daughers' self-esteem--measured by the Coopersmith Behavioral Academic Self-Esteem Inventory. / The only difference between the participants due to location appeared to be in the Behavioral Academic Self-Esteem scores (t = 3.127;48). / Nine hypotheses were analyzed using the Statistical Package for Social Sciences. A correlation matrix was constructed and multiple regression was utilized. Alpha was pre-set at .05. / No significant relationships were found between: fathers' and daughters' sex role orientations; fathers' masculinity level and self-esteem; girls' self-esteem and fathers' self-esteem; girls' grade point averages and sex role orientations; grade point averages and girls' dependency levels. / Significant relationships were found between: fathers' femininity level and self-esteem; girls' dependency level and achievement test scores; grade point average and self-esteem; girls' grade point averages and I.Q. Each block of variables made a significant contribution to the prediction of girls' grade point averages. / All of the undifferentiated fathers had undifferentiated daughters except one who had an androgynous daughter. / Source: Dissertation Abstracts International, Volume: 43-02, Section: B, page: 0395. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of this study was to investigate the perspectives of practitioners working with families of young children with disabilities regarding the implementation of family-centered intervention. Fundamental assumptions of family-centered services include family choice and professional responsiveness to the concerns and priorities of families. This changes the nature of traditional family-professional relationships and requires that families and professionals work together as equals in evaluation, decision making, and intervention. / The study examined how practitioners transform the philosophy and principles of family-centered services into practice with families of infants and toddlers with disabilities. The variability in practitioners' individual interpretations of family-centered services was investigated and the impact of practitioners' beliefs, personal development, and personal experiences were considered in relation to their practices with families. Findings indicated that implementation must remain flexible enough to accommodate individual interpretations of the philosophy and must be viewed as an evolving process, both personally and systemically. Implications for policy, for practitioner education, and for further research are provided. / Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0930. / Major Professor: Mary Frances Hanline. / Thesis (Ph.D.)--The Florida State University, 1994.