Posted in International Homeschooling, Special Education, tagged Australia, Brian Ray, Cogent Education, Giuliana Liberto, New South Wales on October 17, 2019| Leave a Comment »
Record: Giuliana Liberto, “Child-led and interest-inspired learning, home education, learning differences and the impact of regulation.” Cogent Education, 3 (2016): 1-10. [Abstract]
Summary: Giuliana Liberto is a home educator who researched the effects of increased regulation on children’s learning and well-being in the home education community of New South Wales, Australia. (more…)
Posted in International Homeschooling, Special Education, tagged Autism Spectrum Disorder, Elementary and Early Years Education, Elizabeth Taylor, International Journal of Primary, Liverpool John Moores University, Lynne Kendall, United Kingdom on October 5, 2019| Leave a Comment »
Record: Lynne Kendall and Elizabeth Taylor, “‘We can’t make him fit into the system’: parental reflections on the reasons why home education is the only option for their child who has special educational needs.” International Journal of Primary, Elementary and Early Years Education, 44, No. 3 (2016): 297-310. [Abstract]
Summary: This small-scale study by Lynne Kendall and Elizabeth Taylor from the Department of Education, Health, and Community at Liverpool John Moores University in the UK investigates the perspectives of parents who withdrew their children from the state-maintained education system due to their children’s special educational needs. (more…)
Posted in Gender, Parental motivation, Special Education, tagged ASD, Australia, Autism Spectrum Disorder, Bob Osgood, distance education, Elaine Lopes, International Journal of Inclusive Education, Jasmine McDonald, Jennifer Lois, Schools of Isolated and Distance Education, Sherman Dorn, SIDE, Western Australia, Western Australian Correspondence School on May 13, 2015| Leave a Comment »
Record: Jasmine McDonald and Elaine Lopes, “How Parents Home Educate their Children with an Autism Spectrum Disorder with the Support of the Schools of Isolated and Distance Education” in International Journal of Inclusive Education 18, no. 1 (2014): 1-17. [abstract here]
Summary: McDonald completed her doctoral thesis on how parents deal with the education of a child with an Autism Spectrum Disorder (ASD) in 2010. Lopes completed her doctoral thesis on Distance Education in Western Australia in 2009. Here these two junior scholars combine their research to investigate the role of a distance education program in helping parents manage the education of children with an ASD.
They begin by explaining the history of the Schools of Isolated and Distance Education (SIDE), a government program begun in 1918 as the Western Australian Correspondence School whose goal was to provide public instruction to students isolated from conventional schools due to geography or special needs. This program has over the years used itinerant teachers, radio broadcasts, camp settings, and all sorts of distance education technology (audio tapes, videos, and now the internet) to reach isolated children. While the students attending SIDE have historically been geographically isolated, the bulk of enrollments now are students with special needs that conventional schools cannot accommodate. SIDE is thus a “school of last resort” for many. (p.3)
One group of children for whom SIDE is a resource are those diagnosed with an ASD. McDonald and Lopes explain that an ASD diagnosis typically means that a student faces difficulties with communication, socialization, and behavior. The clear trend over the last several decades in public education has been toward inclusion of these students into regular education, but in the last few years a small but growing literature has raised questions about this approach, as have many parents of children with an ASD diagnosis. Some parents, reacting against the inclusive model and the lack of individualized instruction it sometimes entails, have felt forced to remove their children from institutional schooling and educate them at home. (more…)
Posted in Special Education on February 21, 2014| Leave a Comment »
Record:
Jennifer L. Jolly, Michael S. Matthews, and Jonathan Nester, “Homeschooling the Gifted: A Parent’s Perspective” in Gifted Child Quarterly 57, no. 2 (December 2012): 121-134. [Abstract available here]
Summary:
Jolly is Associate Professor of Elementary and Gifted Education at Louisiana State University. Matthews is Associate Professor of Gifted Education at University of North Carolina-Charlotte. Nester is a Ph.D. student at Louisiana State. Here they present the results of a rigorous qualitative examination of 13 families, laying out four generalizations about parents who homeschool gifted children.
(more…)
Posted in Homeschool Jurisprudence, public school and homeschool partnerships, Special Education, tagged David Mills, First Things on July 30, 2012| Leave a Comment »
From time to time I like to provide a brief summary of some recent court cases relative to homeschooling. Today I’m stressing only those decided by a court of appeals or higher, not district court decisions. We’ll begin with a couple of special education decisions that together say something important about homeschooling children with special needs. Then we’ll move on to the more unseemly stuff. (more…)
Posted in Special Education, tagged ASD, Autism, Autism Spectrum Disorder, Developmental Disabilities, Karen S. Hurlbutt on April 23, 2012| 2 Comments »
This post reviews Karen S. Hurlbutt, “Experiences of Parents Who Homeschool Their Children with Autism Spectrum Disorders” in Developmental Disabilities 26, no. 4 (December 2011): 239-249.
Hurlbutt, a Special Education professor at Minnesota State University, here presents the results of a qualitative study of nine families who have chosen to homeschool their children with Autism Spectrum Disorder (ASD). She begins by noting that several experts in the field point to autism as the most challenging of conditions for public school teachers due to the rapidly changing nature of diagnosis and treatment protocols. Many teachers and schools feel unprepared to deal well with children with ASD, and as a result a growing number of families with ASD kids are turning to homeschooling.
Posted in International Homeschooling, Parental motivation, Special Education, Uncategorized, tagged Jane van Galen, Mitchell Stevens, Ruth Morton, University of Warwick on October 28, 2011| 7 Comments »
This post reviews Ruth Morton, “Home Education: Constructions of Choice” in International Electronic Journal of Elementary Education 3, no. 1 (October 2010) Available Here.
Morton, a doctoral student at the University of Warwick whose dissertation is a qualitative study of homeschooling motivations and practice in the United Kingdom, here gives us a taste of what the dissertation will contain, describing how there are three basic motivational types of homeschoolers. (more…)
Posted in Parental motivation, Special Education, tagged Carrie Winstanley, gifted children, ideologues, Jane van Galen, Mitchell Stevens, pedagogues, Roehamption Uinversity, Theory and Research in Education on November 23, 2009| 13 Comments »
This post reviews Carrie Winstanley, “Too Cool for School? Gifted Children and Homeschooling” in Theory and Research in Education 7, no. 3 (November 2009): 347-362
Winstanley, Principal Lecturer in Education at Roehampton University in London, here argues that gifted children form a distinct group of homeschoolers that defy classification schemes usually employed by scholars to describe the homeschooling movement. (more…)
A second, fully revised edition of my 2008 book Homeschool: An American History, was published in March of 2017. Get it here!
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Homeschooling Research Notes 