dc.contributor.advisor | Stough, Laura M. | |
dc.creator | McAdams-Ducy, Elizabeth | |
dc.date.accessioned | 2015-01-09T20:26:44Z | |
dc.date.available | 2016-05-01T05:31:03Z | |
dc.date.created | 2014-05 | |
dc.date.issued | 2014-04-30 | |
dc.date.submitted | May 2014 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/152635 | |
dc.description.abstract | The identification and provision of support for the emotional needs of children
with intellectual disabilities is essential as these students are often “disenfranchised
grievers”-- meaning their grief is not recognized by others. The purpose of this study
was to explore the experiences of teachers who have had elementary students with
intellectual disabilities who have lost a parent or guardian. Additionally, this study
documented behavioral changes and grief symptoms noted by teachers in their students,
as well as how teachers responded to these perceived expressions of grief. Five teachers
participated in two interviews designed to elicit information on their experience with
grieving students. Constructivist grounded theory methods were used to analyze the data.
Findings indicated that students were deeply impacted by the death of their
parent or guardian. They displayed a range of grieving symptoms such as crying and
aggression. Teachers overwhelmingly supported their grieving students despite being
emotionally impacted themselves. They responded in ways suggested by grief and
educational professionals such as when they provided concrete and simple explanations
to assist with student understanding of death. Teachers expressed concern about the
surviving caregivers’ own grief and the subsequent impact on their students. Teachers
also highlighted the need for more grieving resources. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Grief | en |
dc.subject | Teachers | en |
dc.subject | Students with Intellectual Disabilities | en |
dc.title | When Students Grieve: Teachers of Students With Intellectual Disabilities | en |
dc.type | Thesis | en |
thesis.degree.department | Educational Psychology | en |
thesis.degree.discipline | Educational Psychology | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Philosophy | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Clark, Carolyn | |
dc.contributor.committeeMember | Lincoln, Yvonna | |
dc.contributor.committeeMember | Zhang, Dalun | |
dc.type.material | text | en |
dc.date.updated | 2015-01-09T20:26:44Z | |
local.embargo.terms | 2016-05-01 | |