Join us on Tuesday, Sep 21, at 4:30 pm MST for the "Caregiver Experiences With the Dyslexia Identification Process in a Borderland Community in Texas" presented by
Angela Owens, Ph.D.
Glass Family Research Institute for Early Childhood Studies
New Mexico State University (NMSU)
Dr. Angela Owens holds a Ph.D. in Teaching, Learning, & Culture with an emphasis in Literacy & Bi-Literacy Education from the University of Texas at El Paso. She also has earned dual master’s Degrees as an Instructional Specialist in Early Childhood and in Educational Administration. Dr. Owens instructs early childhood and special education teacher candidates at New Mexico State University and is the Director of the New Mexico State University Glass Family Research Institute for Early Childhood Studies.
Her research interests include caregiver experiences with the special education process, early childhood education, and inclusivity for all children including those from minoritized and diverse identities. Her experiences range from teaching in daycare through elementary settings, special education environments, as a professional development consultant, a liaison for families who have children with special needs, and an elementary campus administrator. Her expertise lies in collaborating with stakeholders in education and surrounding borderland local communities, thinking of innovative ways to develop programs informed by qualitative and quantitative data. Dr. Owens can be contacted at email@example.com.
Abstract: This phenomenological study (Moustakas, 1994; Peoples, 2020) uses critical disability theory (Devlin & Pothier, 2006) and intersectionality (Crenshaw, 1989) as a lens for investigating the experiences of caregivers in a borderland community in Texas during their child’s dyslexia identification process. I used Interpretive Phenomenological Analysis (IPA) which has roots in hermeneutic phenomenology (Heidegger, 1971) as a research method to answer the research question, How do caregivers from minoritized backgrounds in a Texas Borderland community experience the Dyslexia identification process in public schools. The three caregivers in this study were able to participate through face-to-face and virtual formats, due to the global pandemic that began during data collection for this study. Participants were given the option of expressing their experiences in Spanish, English, or through translanguaging (García & Kleyn, 2016). This study responds to a gap in the literature (Silverstein, 2015; Woodcock, 2020), which thus far had not captured the experiences of caregivers from various socio-economic statuses (SES) who are from mixed race and ethnic and racial groups beyond those who identified as white and middle-class in Texas.
Dissertation Committee: Dr. Char Ullman (Chair), Dr. Katherine Mortimer, Dr. Penelope Espinoza, and Dr. Beverley Argus-Calvo
The EL3 Lab serves as a forum for building and sustaining research from diverse perspectives focused on the U.S. and Mexico border context.
You are invited to this coloqio and feel free to forward this invitation to others who may be interested.
All are welcome!
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Tuesday, September 21 at 4:30 PM to 5:30 PMVirtual Event
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