Date

4-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gail Collins

Keywords

Christian schools, inclusion, learning differences, NILD, parental perceptions

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study is to describe the experiences of parents who have a child with learning differences who has been enrolled in a National Institute for Learning Development (NILD) program in a K-12 Christian school. The central phenomenon is, “What are the experiences of parents who have a child with learning differences who has been enrolled in an NILD program in a K-12 Christian school?” Socio-cultural theory (Vygotsky, 1978) and social cognitive theory (Bandura, 1986) guide this study. Ten co-researchers, who have children with learning differences who have attended at least one K-12 Christian school and were enrolled in a NILD program in the United States for a minimum of one full school year, participated in an on-line survey, an individual interview, and wrote a letter of advice. Data were analyzed using phenomenological reduction as outlined by Moustakas (1994). All statements were listed and then irrelevant statements were eliminated. Significant statements were organized into themes, forming the basis of a composite textural description, composite structural description and finally the essence of the phenomenon (Moustakas, 1994). Findings indicated that co-researcher perceptions of NILD were generally positive. Co-researchers experienced challenges prior to their children’s NILD enrollment and then resulting successes. Co-researchers shared spiritual reasons for enrolling their children in a Christian school. Co-researchers felt that any challenges they faced while their children were enrolled in NILD far outweighed the benefits they received.

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