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"Standing behind" listening to the voices of native Hawaiian students with learning disabilities in the transition process
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|Title:||"Standing behind" listening to the voices of native Hawaiian students with learning disabilities in the transition process|
|Authors:||Yamamoto, Kathryn Kinuyo|
|Issue Date:||Dec 2010|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2010]|
|Abstract:||Research on the transition process for students with disabilities has focused primarily on student academic and vocational outcomes but has not examined the factors that influence their postsecondary decision making processes. The evolution of education in Hawaiʻi from the "place-based" sharing of traditional knowledge to a system of Western instruction has created disparity between native Hawaiian children (whose cultural roots suggest an inclination towards experiential learning in authentic environments) and their non-native peers. Understanding how students are making decisions about their futures is essential if educators, counselors and other partners in the transition process are to assist them in this endeavor. The purpose of this qualitative study was to define, describe, and analyze how culture, disability, first-generation college student status impacted the decision-making processes of native Hawaiian students. The research questions that guided this study were: (a) How do native Hawaiian students who have been identified as having learning disabilities describe their postsecondary transition process?; (b) What role does culture play in the students' school experiences and daily living?; (c) What role does disability play on the students' school experiences and daily living?; and (d) How does their status of first generation college student influence their decision-making process? Results show that native Hawaiians students are tied closely to their history and their culture which impact all facets of their lives including how they make decisions about the future. The findings have implication for secondary, postsecondary, and adult service personnel who much find the resources to develop and maintain culturally appropriate curricula and programs for these students.|
|Description:||Ph.D. University of Hawaii at Manoa 2010.|
Includes bibliographical references.
|Appears in Collections:||Ph.D. - Education|
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