Date of Award

4-30-2018

Degree Type

Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Salinitri, Geri

Keywords

elementary education, Interpretative Phenomenological Analysis (IPA), perceptions of exceptional students, secondary education, special education, student voice

Rights

CC-BY-NC-ND

Abstract

This paper presents a study in response to the absence of literature on the voices of exceptional students receiving special education services. This hermeneutical phenomenology will help to address this empirical gap in the literature by providing insight into improving the educational experiences for exceptional students in the Ontario public education system. Data were collected through differentiated interviews, which allow participants to share their perceived experiences through authentic tasks, designed in recognition of their unique strengths and challenges. The collected data were interpreted through Interpretative Phenomenological Analysis (IPA) in order to both describe the essence of being identified as an exceptional student receiving special education services in the Ontario public education system, and to make sense of the claims of each student. The following themes emerged from the data: (1) Help, (2) Difference, (3) Communication, and (4) Growth.

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