Date of Award
8-1-2004
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching & Learning
Abstract
The purpose of this study was to investigate the perceptions, experiences, and actions/interactions of teachers, parents, and Section 504 coordinators regarding the development and implementation of the Section 504 process for children in middle schools who have attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), or central auditory processing disorder (CAPD). This study provided an opportunity to explain or predict specific aspects of the Section 504 process, offer insight, enhance understanding, and provide a meaning for those involved in the Section 504 process.
This qualitative study utilized methodologies associated with a grounded theory approach through in-depth interviews. The first research question explored participants’ understanding of the development, implementation, and support of individualized accommodation plans (IAPs) for students with ADD/ADHD and/or CAPD in middle schools. The second research question addressed the contextual and intervening conditions that influenced the development, implementation, and support of Section 504 IAPs. The third research question investigated the consequences that were derived from the contextual and intervening conditions that affected the development, implementation, and support of IAPs for middle school students with ADD/ADHD and/or CAPD.
The participants in this study included four parents of middle school age children who were diagnosed with ADD/ADHD or CAPD and had a Section 504 IAP. In addition to the parents, three middle school teachers and three Section 504 coordinators were selected for this study.
Based on the findings of this study, three broad based conclusions are offered: 1. Parents and teachers lack a clear understanding of the Section 504 process and sometimes feel frustrated during the development, implementation, or review of a student’s IAP. 2. Parents of children with ADD/ADHD or CAPD do not feel valued as a team member in the development and implementation of tl eir child’s IAP. 3. The issue of lack of time within a teacher’s schedule was a major barrier to collaboration and communication with parents.
Recommendations were made for those involved in the Section 504 process. In addition, recommendations were made for educators, parents, and those interested in conducting further research.
Recommended Citation
Chiasson, Kari S., "The Section 504 Process in Middle Schools: Perspectives of Parents, Teachers, and Section 504 Coordinators" (2004). Theses and Dissertations. 3196.
https://commons.und.edu/theses/3196