In this phenomenographical study I documented and analyzed the perspectives of
six mothers whose sons attended a postsecondary music academy in the northeast to
discern the essence of parental experience and the meanings they attributed to music
education. Education for students with exceptionalities arose from parental advocacy and
legal battles; however, a review of the literature indicated that research had not
documented the essence of parental experience and the meanings parents made of music
education. Public Law 94-142 (1975) mandated parental involvement in the education for
children with exceptionalities in a system that required parents’ presences at
Individualized Education Program (IEP) meetings and, as amended, is still in effect
today. This law protects educational rights of individuals with exceptionalities and is
designed to enhance their education, while insuring the rights and involvement of parents
in educational planning. I explored the relationships between perceived experience and
social capital, and documented the actions six mothers took based upon the meanings
they made of music education. Parents whose offspring with exceptionalities have
pursued music education beyond the American public school system offered insights
about their experience and the meanings they ascribed to music education for their
children. Bracketing, intuiting, analyzing, and describing were used to document data
collected from interviews, blogs, and journals. A theoretical relationship was considered
between perceived experience and social capital.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/41290 |
| Date | 13 July 2020 |
| Creators | Rice, Nancy Marie Farley |
| Contributors | Imhoff, James S., de Quadros, André |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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