Exploring the Support Role of Special Education Teachers After Hurricane Ike
Children With Significant Disabilities
Bibliographic Data
| ID | 2347129 |
|---|---|
| Authors | Elizabeth Mcadams Ducy (0000-0003-1639-7930, Texas A&M University, College Station, TX, USA), Laura M Stough (0000-0002-0313-5045, Texas A&M University, College Station, TX, USA, corresponding author) |
| Year | 2011 |
| Volume | 32 |
| Issue | 10 |
| Pages | 1325-1345 |
| Publication date | 2011-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Family Issues (JOURNAL) |
| Journal identifiers | ISSN: 0192-513X • E-ISSN: 1552-5481 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0192513x11412494 |
| OpenAlex | W2156493322 |
| Language | EN |
| Citations received | 16 |
| References cited | 23 |
This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to reestablish routines. Despite being affected by the storm themselves, the teachers provided essential support to their students and families throughout all phases of the disaster. The role of these teachers evolved to include instrumental and psychological supports, which has been documented in previous studies. These teachers' roles differed in that they provided support while school was closed and included the disability-related needs of their students. Recommendations include that teachers receive training on the needs of students with significant disabilities and their families during natural disaster
Developmental psychology · Geography · Grounded theory · Mathematics education · Medical education · Natural disaster · Qualitative research · Sociology · Special education · Disaster Management and Resilience · Disaster Response and Management · Medicine · Psychology · Resilience and Mental Health
Educational experiences of children and youth with disabilities impacted by wildfires
Special education teachers’ coping and resilience in two times of crisis
Factors Associated with the Climate Change Vulnerability and the Adaptive Capacity of People with Disability
Factores de riesgo infanto-juveniles durante el confinamiento por Covid-19
The effect of consecutive disasters on educational outcomes
“You become responsible, forever, for what you have tamed”
Disasters, schools, and children
Educators’ experiences in special education institutions during the Covid‐19 outbreak
Consecuencias del Covid-19 en la salud psicológica y emocional en escolares de primaria
Coerced Volunteering
Governmental Response to Crises and Its Implications for Street-Level Implementation
Street-Level Bureaucrats at the Forefront of Pandemic Response
Disaster schooling in US contexts
Protecting vulnerability. An international comparison of social workers as street-level bureaucrats during the Covid-19 lockdown
Barriers to the long‐term recovery of individuals with disabilities following a disaster
Adaptive Capacity in a Crisis
Handbook of qualitative research
Helping families and communities recover from disaster
The psychosocial aspects of children exposed to war
Children With Disabilities in the Context of Disaster
Children and Disasters
Identifying Teacher Expertise
The Discovery of Grounded Theory
Social Vulnerability to Disasters
Social Vulnerability to Disasters
Naturalistic inquiry
| Unique citing works | 16 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |