School of Education
Doctor of Philosophy in Education (PhD)
Lucinda S. Spaulding
special educational needs and disabilities, homeschooling, mediated learning experience, structural cognitive modifiability, individualized education, constructivist grounded theory
Education | Special Education and Teaching
Dean, Melissa Delayne, "A Constructivist Grounded Theory Explaining How Families Homeschooling Learners with Special Educational Needs and Disabilities Mediate Learning Experiences" (2022). Doctoral Dissertations and Projects. 3765.
The purpose of this study was to extend Feuerstein et al.’s (2006, 2010, 2015) theories of structural cognitive modifiability and mediated learning experience to the homeschool context by constructing a grounded theory that explains how families create mediated learning experiences for learners with special educational needs and disabilities in a homeschool context. Feuerstein’s theories guided this study and provided the framework to answer the central research question: How do Feuerstein’s theories of structural cognitive modifiability and mediated learning experience extend to a homeschool context for learners with special educational needs and disabilities? Purposive sampling methods were used to identify 10 study participants. Three sets of data were collected from each participant: timelines, interviews, and statements of advice. Data collection and analysis occurred simultaneously, and analysis was an iterative process. A model was generated that depicts how Feuerstein et al.’s (2006, 2010, 2015) theories extend to a homeschool setting with children with special educational needs and disabilities.