Date

5-22-2024

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Barbara White

Keywords

parents, students with disabilities, online school, K-12, self-determination theory, phenomenology

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this hermeneutical phenomenological study was to describe the lived experience of parents whose child has a disability and attends an online K-12 school. The theory that guided this study is Ryan and Deci’s self-determination theory. This theory posits three universal psychological needs that promote or erode individual growth and well-being. The satisfaction or frustration of parents’ psychological needs and their impact on their parenting have guided this study’s research questions, interview questions, and data analysis. In-depth interviews, journal prompts, and focus groups were conducted with 12 parents whose child has a disability and attends a full-time online K-12 charter school. Experiential data were used to answer the central research question, “What is the lived experience of parents whose child has a disability and attends an online K-12 school?” and its sub-questions. Data collected from this study were transcribed and analyzed, and themes were generated manually to describe what it means to parent a child who has a disability and attends an online school. Qualitative analysis indicated that it takes an adjustment; parents appreciated the choice in scheduling and tailoring the learning environment to set their child up for success, and the online school was better than a traditional school. Findings indicated that parents whose child has a disability and attends an online school experience greater autonomy, do not consider their experience isolating, and do consider themselves partners in their child’s special education.

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