Complex students: Understanding how to best supports students with a comorbid developmental or physical health need
| dc.contributor.advisor | Wilcox, Gabrielle | |
| dc.contributor.author | Choudhry, Muzna Ijaz | |
| dc.contributor.committeemember | McMorris, Carly | |
| dc.contributor.committeemember | Prasow, Cynthia | |
| dc.date | 2021-11 | |
| dc.date.accessioned | 2021-07-22T16:58:26Z | |
| dc.date.available | 2021-07-22T16:58:26Z | |
| dc.date.issued | 2021-07-16 | |
| dc.description.abstract | Minimal literature has investigated the supports teachers access for students with complex needs for their academic and developmental needs in a school environment. Students with complex needs, in this particular study, are those with a neurodevelopmental or medical disorder along with a comorbid disorder (e.g., epilepsy and cerebral palsy), with a focus on preschool children and those in early education. Since teachers are primarily responsible for helping students succeed in the classroom, securing resources and supports for students mostly falls on teachers. As such, the present study explored the following aims: 1) identify the supports this population is receiving within the classroom; 2) understand the challenges and potential barriers teachers experience in supporting students with complex needs; and 3) describe the profiles of children in early and elementary education. This study used a qualitative design approach. An anonymized dataset was used to generate demographic information of students with complex needs enrolled in a specialized academic setting. Five focus groups were conducted at specialized school settings in Calgary, and the focus group data was analyzed using thematic analysis in order to generate themes relevant to the research questions. Those themes were: 1) supports for students; 2) resources for teachers; 3) barriers to supporting students; 4) well-being of teachers; 5) recommendations for better assisting students. Overall, the results from the present study have future research implications and practical utility for educators and administrators. | en_US |
| dc.identifier.citation | Choudhry, M. I. (2021). Complex students: Understanding how to best supports students with a comorbid developmental or physical health need (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/39036 | |
| dc.identifier.uri | http://hdl.handle.net/1880/113663 | |
| dc.language.iso | eng | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject.classification | Education--Early Childhood | en_US |
| dc.subject.classification | Educational Psychology | en_US |
| dc.title | Complex students: Understanding how to best supports students with a comorbid developmental or physical health need | en_US |
| dc.type | master thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Psychology | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Master of Science (MSc) | en_US |
| ucalgary.item.requestcopy | true | en_US |