Date of Award

8-1996

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

The purpose of this study was to better understand the kindergarten experiences of four Hispanic children, with and without previously diagnosed disabilities, in a predominantly Mainstream American public school in the Upper Midwest. The children's initial school experiences as well as their later adjustments to the Euro-American school were studied from the first day of the school year to the end of the first quarter of school (nine weeks later).

Qualitative research methods were used in the study including participant observation, parent and teacher interviews, and a review of each child's medical and educational record. Data were analyzed for themes or commonalities, and results were discussed in reference to the Ii terature. Recommendations for teachers and teacher educators were provided.

The study began with one question: What effect does an identified disability have · on a Hispanic child's kindergarten experiences when compared to the experiences of a Hispanic child without a known disability? The study focused initially on the impact of a disability in a minority population. However, as the study progressed questions related to limited English proficiency, learning style, relationships, and home life surfaced.

Five themes emerged as a result of the study:

  1. Limited English proficiency negatively effected school performance
  2. Social relationship developed with peers despite limited English proficiency of some of the children in the study
  3. Multisensory approaches were the most effective strategies in teaching the students with limited English proficiency

  4. Parent perceptions of their child's work in school were based on trust and gratitude rather than intonation on the child's daily kindergarten experience.

  5. There was a cultural dissonance between the children's home and school environments.

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