Abstract
The experiences of caregivers navigating through the school system raising a child with an invisible disability are multifaceted, particularly regarding social sustainability. This qualitative study examines experiences in a mid-west traditional high school in the United States. Data was collected through semi-structured interviews, member checking, a follow-up interview, and document analysis to provide thorough descriptions of the experiences. A dominant theme that tied the participants experiences together was social connections or lack thereof. The caregivers ability to develop relationships with school staff and community organizations helped to determine whether a child was receiving services and on track to graduate high school. The results of this study provided insight on experiences during their children’s progression toward high school graduation. When collaborative relationships were not present, caregivers were not able to get their child’s needs addressed and ultimately the children were not graduating high school and potentially generate earning potential to provide for themselves long term.
Presenters
Tamiko Lynn GarrettParents for Transition/Creator/Executive Director, Administration, Communities In Schools of Kalamazoo, Michigan, United States Liliana Rodríguez-Campos
Evaluation Professor and the Director of the Center for Research, Evaluation, Assessment and Measurement, University of South Florida
Details
Presentation Type
Theme
Economic, Social, and Cultural Context
KEYWORDS
Social Sustainability
