Overrepresentation of immigrants in special education: a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
Bad Heilbrunn
Verlag Julius Klinkhardt
2020
|
| Series: | Inklusion, Behinderung, Gesellschaft. Bildungs- und sozialwissenschaftliche Beiträge
|
| Subjects: | |
| Online Access: | Volltext Volltext Volltext Inhaltsverzeichnis |
| Physical Description: | 236 Seiten |
| ISBN: | 9783781524279 |
| DOI: | 10.35468/5866 |
Staff View
MARC
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| 100 | 1 | |a Subasi Singh, Seyda |e Verfasser |0 (DE-588)1226783279 |4 aut | |
| 240 | 1 | 0 | |a Developing an understanding for the overrepresentation of students with Turkish migration background in special education referrals in the Austrian context |
| 245 | 1 | 0 | |a Overrepresentation of immigrants in special education |b a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich |c Seyda Subasi Singh |
| 246 | 1 | 1 | |a Die Überrepräsentation von MigrantInnen in der Sonderpädagogik |
| 264 | 1 | |a Bad Heilbrunn |b Verlag Julius Klinkhardt |c 2020 | |
| 300 | |a 236 Seiten | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Inklusion, Behinderung, Gesellschaft. Bildungs- und sozialwissenschaftliche Beiträge | |
| 502 | |b Dissertation |c Fakultät für Philosophie und Bildungswissenschaft der Universität Wien |d 2019 |g unter dem Titel "Developing an Understanding for the Overrepresentation of Students with Turkish Migration Background in Special Education Referrals in the Austrian Context" | ||
| 650 | 0 | 7 | |a Migrationshintergrund |0 (DE-588)7544915-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Türkischer Schüler |0 (DE-588)4121790-1 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Sonderpädagogik |0 (DE-588)4077513-6 |2 gnd |9 rswk-swf |
| 651 | 7 | |a Österreich |0 (DE-588)4043271-3 |2 gnd |9 rswk-swf | |
| 653 | |a Überrepräsentation | ||
| 653 | |a migrants | ||
| 653 | |a Diversität | ||
| 653 | |a Österreich | ||
| 653 | |a Integration | ||
| 653 | |a minorities | ||
| 653 | |a Minderheiten | ||
| 653 | |a Gerechtigkeit | ||
| 653 | |a education | ||
| 653 | |a Migrationshintergund | ||
| 653 | |a Türkei | ||
| 653 | |a equity | ||
| 653 | |a Migration | ||
| 655 | 7 | |0 (DE-588)4113937-9 |a Hochschulschrift |2 gnd-content | |
| 689 | 0 | 0 | |a Österreich |0 (DE-588)4043271-3 |D g |
| 689 | 0 | 1 | |a Türkischer Schüler |0 (DE-588)4121790-1 |D s |
| 689 | 0 | 2 | |a Migrationshintergrund |0 (DE-588)7544915-8 |D s |
| 689 | 0 | 3 | |a Sonderpädagogik |0 (DE-588)4077513-6 |D s |
| 689 | 0 | |5 DE-604 | |
| 710 | 2 | |a Verlag Julius Klinkhardt |0 (DE-588)2016917-6 |4 pbl | |
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| 856 | 4 | 1 | |u https://elibrary.utb.de/doi/book/10.35468/9783781558663 |x Aggregator |z kostenfrei |3 Volltext |
| 856 | 4 | 1 | |u https://directory.doabooks.org/handle/20.500.12854/70787 |x Verlag |z kostenfrei |3 Volltext |
| 856 | 4 | 2 | |m DNB Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032552666&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 912 | |a ebook | ||
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| 912 | |a ZDB-94-OAB | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-032552666 | |
Record in the Search Index
| DE-BY-FWS_katkey | 882205 |
|---|---|
| _version_ | 1827080387194519553 |
| adam_text |
TABLE
OF
CONTENTS
FOREWORD
.
13
1
INTRODUCTION
.
15
1.1
THIS
STUDY
.
15
1.2
BACKGROUND
OF
THE
STUDY
.
15
1.3
RELEVANCE
OF
THE
STUDY
.
16
1.3.1
RELEVANCE
TO
SPECIAL
EDUCATION
.
16
1.3.2
RELEVANCE
TO
INCLUSION
.
17
1.3.3
RELEVANCE
TO
AUSTRIA
.
18
1.3.4
RELEVANCE
TO
RESEARCH
.
19
1.3.5
RELEVANCE
TO
CHALLENGES
.
19
1.3.6
RELEVANCE
TO
METHODOLOGY
.
21
1.4
PURPOSE
OF
THE
STUDY
.
21
1.5
SIGNIFICANCE
OF
THE
STUDY
.
22
1.6
DEFINITIONS
OF
TERMS
.
23
2
GUIDING
INTERESTS
.
25
2.1
CULTURE,
CULTURAL
DIVERSITY
AND
MULTICULTURALISM
.
25
2.2
MULTICULTURAL
EDUCATION
.
26
2.3
CULTURALLY
RESPONSIVE
TEACHING
.
27
2.4
TEACHER
EDUCATION
FOR
DIVERSITY
.
28
2.5
MIGRATION
AND
INTEGRATION
.
29
2.6
IMMIGRANTS
AND
EDUCATION
.
29
2.7
EDUCATIONAL
EQUITY
.
30
3
CONTEXT
.
33
3.1
DIVERSITY
IN
AUSTRIA
.
33
3.1.1
RELIGIOUS
DIVERSITY
.
35
3.1.2
IMMIGRANTS
IN
AUSTRIA
.
35
3.2
EDUCATION
IN
AUSTRIA
.
36
3.2.1
HISTORICAL
BACKGROUND
OF
EDUCATION
.
36
3.2.2
SCHOOL
SYSTEM
IN
AUSTRIA
.
38
3.2.3
DIVERSITY
IN
SCHOOLS
.
39
3.2.4
INTERCULTURAL
LEARNING
PRINCIPLE
.
40
3.2.5
EDUCATIONAL
STATISTICS
.
41
3.2.6
STUDENTS
WITH
A
TURKISH
BACKGROUND
.
42
3.2.7
INTEGRATION
AND
EDUCATION
.
43
3.3
SPECIAL
EDUCATION
IN
AUSTRIA
.
43
3.3.1
HISTORICAL
BACKGROUND
OF
SPECIAL
EDUCATION
IN
AUSTRIA
.
44
3.3.2
CURRENT
SPECIAL
EDUCATION
IN
AUSTRIA
.
44
3.3.3
DISABILITY
POLICY
FOR
INCLUSION
.
47
3.3.4 REFERRAL
TO
SPECIAL
EDUCATION
.
47
3.3.5
SCHOOL
INSPECTORS
AND
SCHOOL
PSYCHOLOGISTS
IN
AUSTRIA
.
48
3.4
TEACHER
TRAINING
IN
AUSTRIA
.
49
3.4.1
TEACHER
TRAINING
FOR
SPECIAL
EDUCATION
.
50
4
METHODOLOGY
AND
EPISTEMOLOGY
.
51
4.1
RESTATEMENT
OF
PURPOSE
.
51
4.2
QUALITATIVE
METHODOLOGY
.
51
4.2.1
ASSUMPTIONS
OF
QUALITATIVE
RESEARCH
.
52
4.3
GROUNDED
THEORY
RESEARCH
.
52
4.3.1
CLASSIC
GROUNDED
THEORY
.
54
4.3.2
STRAUSSIAN
GROUNDED
THEORY
.
54
4.3.3
CONSTRUCTIVIST
GROUNDED
THEORY
.
55
4.3.4
GENERALIZATIONS
IN
GROUNDED
THEORY
.
59
4.3.5
ABSTRACTION
FROM
TIME
AND
SPACE
WITH
GROUNDED
THEORY
.
59
4.3.6
GROUNDED
THEORY
IN
EDUCATIONAL
RESEARCH
.
59
4.4
RESEARCH
DESIGN
AND
RESEARCH
QUESTIONS
.
60
4.5
METHODOLOGY
AND
METHODS
.
61
4.5.1
REFLEXIVITY
.
61
4.5.2 RESEARCHER
POSITION
.
62
4.5.3
THEORETICAL
SENSITIVITY
.
63
4.5.4
THE
USE
OF
LITERATURE
IN
GROUNDED
THEORY
.
65
5
DATA
AND
DATA
COLLECTION
.
67
5.1
DATA
AND
DATA
COLLECTION
IN
GROUNDED
THEORY
.
67
5.2
RESEARCH
SITE
.
67
5.3
OTHERNESS
VERSUS
NATIVITY
.
68
5.4
RESEARCH
SETTINGS
.
68
5.5
RESEARCH
SPEECH
.
69
5.6
POPULATION
AND
SAMPLING
.
70
5.6.1
CRITERIA
FOR
PARTICIPATION
.
70
5.6.2
SAMPLING
.
71
5.7
PARTICIPANTS
.
73
5.8
INSTRUMENT
.
75
5.8.1
INTENSIVE
INTERVIEWS
.
75
5.9
DATA
COLLECTION
PROCESS
.
77
5.9.1
CONDUCTING
INTENSIVE
INTERVIEWS
.
77
5.9.2
INDIVIDUAL
INTERVIEWS
.
80
5.9.3
FOCUS
GROUP
MEETING
.
80
5.10
IMPORTANCE
OF
NARRATION
.
81
5.11
ASKING
QUESTIONS
.
83
5.11.1
CLOSED
QUESTIONS
.
83
5.11.2
OPEN
QUESTIONS
.
83
5.12
WRITING
.
84
5.12.1
FIELD
NOTES
.
84
5.12.2
MEMOS
.
85
5.13
DOCUMENTS
.
86
5.14
LANGUAGE
.
87
5.15
COLLECTED
DATA
.
88
5.16
ETHICAL
CONSIDERATION
.
88
5.17
PROBLEMS
ENCOUNTERED
IN
THE
DATA
COLLECTION
PHASE
.
89
6
DATA
ANALYSIS
AND
QUALITY
CHECK
.
91
6.1
ANALYSIS
IN
GROUNDED
THEORY
.
91
6.2
DATA
MANAGEMENT
AND
ANALYSIS
.
92
6.3
GROUNDED
THEORY
CODING
.
92
6.3.1
INITIAL
CODING
.
93
6.3.2
CONSTANT
COMPARISON
.
95
6.3.3
FOCUSED
CODING
.
95
6.3.4
THEORETICAL
SAMPLING
.
98
6.3.5
CATEGORIES
.
99
6.3.6
THEORETICAL
CODING
.
101
6.3.7
OUTLIERS
.
103
6.3.8
IN
VIVOS
.
103
6.3.9
THEORETICAL
SATURATION
.
103
6.3.10
THEORETICAL
SORTING,
DIAGRAMMING,
INTEGRATING
.
104
6.3.11
GENERATING
A
THEORY
.
104
6.4
RESEARCH
QUESTION
REVISITED
.
106
6.5
RESEARCH
DESIGN
REVISITED
.
106
6.6
QUALITY
OF
THE
STUDY
.
107
6.7
PRESENTATION
OF
THE
RESEARCH
FINDINGS
.
110
7
CATEGORIES
FROM
DIFFERENT
PERSPECTIVES
.
113
7.1
RESEARCH
QUESTIONS
.
113
7.2
COLLECTED
DATA
.
113
7.3
PARTICIPANTS
.
114
7.3.1
PARENTS
.
114
7.3.2
TEACHERS
.
114
7.3.3
PSYCHOLOGISTS
.
114
7.3.4
SCHOOL
DIRECTORS
AND
SCHOOL
INSPECTOR
.
115
7.4
INITIAL
CODES
.
116
7.5
CATEGORIZING
PROCESS
.
116
7.6
MEMOING
.
117
7.7
THEORETICAL
CODES
.
118
7.8
CATEGORIES
.
118
7.9
PARENTS
*
CATEGORIES
.
119
7.9.1
REJECTING
SPECIAL
EDUCATION
.
120
7.9.2
TAKING
OVER
THE
RESPONSIBILITY
.
123
7.9.3
IN
A
BATTLEFIELD
.
126
7.9.4
DISASSOCIATION
.
128
7.9.5
SUMMARY
FOR
MEANING
OF
THE
SPECIAL
EDUCATION
REFERRAL
FOR
PARENTS
.
132
7.10
TEACHERS
*
CATEGORIES
.
132
7.10.1
AN
OBSCURE
JOURNEY
.
133
7.10.2
REGRETFUL
ACCOMPLICE
.
137
7.10.3
PASSING
THE
BALL
.
140
7.10.4
CONDITIONAL
TRUST
.
143
7.10.5
SUMMARY
FOR
THE
MEANING
OF
SPECIAL
EDUCATION
REFERRAL
FOR
TEACHERS
.
144
7.11
PSYCHOLOGISTS
*
CATEGORIES
.
145
7.11.1
THERE
TO
TEST
.
145
7.11.2
SUMMARY
FOR
THE
MEANING
OF
SPECIAL
EDUCATION
REFERRAL
FOR
PSYCHOLOGISTS
.
147
7.12
SCHOOL
INSPECTOR
AND
DIRECTORS
*
CATEGORIES
.
147
7.12.1
PROVING
PROMINENCE
.
147
7.12.2
PROMINENT
BUT
NEUTRAL
.
149
7.12.3
SUMMARY
FOR
THE
MEANING
OF
SPECIAL
EDUCATION
REFERRAL
FOR
DIRECTORS
.
150
8
DEFINING
THE
CORE
CATEGORY
.
151
8.1
CORE
CATEGORY
.
151
8.2
THE
CORE
CATEGORY
*
DISASSOCIATION
*
.
151
8.2.1
WAYS
OF
DISASSOCIATION
.
152
8.2.2
DISASSOCIATION
AND
PARENTS
.
153
8.2.3
DISASSOCIATION
AND
TEACHERS
.
154
8.2.4
DISASSOCIATION
AND
SCHOOL
PSYCHOLOGISTS
.
155
8.2.5
DISASSOCIATION
AND
SCHOOL
DIRECTORS
AND
INSPECTOR
.
156
8.3
PROCESS
OF
DISASSOCIATION
.
157
9
THEORY
GENERATION
.
159
9.1
BRIEF
REVISIT
TO
RESEARCH
PROCESS
.
159
9.2
FROM
CATEGORIES
TO
THEORY
.
159
9.3
CORE
CATEGORY
*
DISASSOCIATION
*
.
161
9.4
RELATING
PARTICIPANT
GROUPS
.
162
9.4.1
RECIPROCITY
.
162
9.4.2
INVOLVEMENT
OF
THE
PARENTS
AND
EXTERNALS
.
163
9.4.3
SUSPICION
IN
THE
PROCESS
.
165
9.4.4
AMBIGUITY
.
166
9.5
DEVELOPING
A
THEORY
.
167
9.6
THEORY
*
BUILDING
ON
MUTUAL
DISTRUST
*
.
168
9.6.1
DISTRUST
BY
PARENTS
.
168
9.6.2
DISTRUST
BY
TEACHERS
.
169
9.6.3
DISTRUST
BY
SCHOOL
DIRECTORS
AND
THE
INSPECTOR
.
170
9.6.4
DISTRUST
BY
SCHOOL
PSYCHOLOGISTS
.
170
9.6.5
PLACE
OF
MUTUAL
DISTRUST
.
171
9.6.6
EXTENDED
MUTUAL
DISTRUST
.
172
9.6.7
THEORY
*
BUILDING
ON
MUTUAL
DISTRUST
*
.
175
9.6.8
SUMMARY
.
177
10
DISCUSSION
.
179
10.1
EDUCATIONAL
EQUITY
.
179
10.2
SPECIAL
EDUCATION
AND
IMMIGRANTS
.
180
10.3
LANGUAGE
AND
EMPLOYMENT
.
181
10.4
EMBEDDEDNESS
IN
SOCIAL
GROUP
.
183
10.5
FAMILY
INVOLVEMENT
.
185
10.6
POWER
IN
SCHOOL
.
187
10.7
TRUST
IN
SCHOOL
.
189
10.8
INSTITUTIONAL
DISCRIMINATION
.
190
10.9
CULTURAL
RESPONSIVENESS
.
191
10.10
GENDER
AND
RELIGION
.
192
11
CONCLUSION
.
193
11.1
REVIEW
OF
THE
STUDY
.
193
11.2
REVIEW
OF
THE
FINDINGS
.
194
11.3
CONCLUSION
OF
THE
STUDY
.
196
11.4
IMPLICATIONS
OF
THE
STUDY
.
197
11.5
CRITICAL
REFLECTIONS
.
198
DIRECTORIES
.
201
REFERENCES
.
201
LIST
OF
TABLES
.
213
LIST
OF
FIGURES
.
214
LIST
OF
BOXES
.
214
LIST
OF
ABBREVIATIONS
.
215
ATTACHMENTS
.
217
APPENDIX
A:
AUSTRIAN
EDUCATION
SYSTEM
.
217
APPENDIX
B
:
DISTRIBUTION
OF
STUDENTS
WITH
A
MIGRATION
BACKGROUND
TO
SCHOOL
TYPES
.
218
APPENDIX
C:
GUIDELINES
FOR
INCLUSION,
INTEGRATION
AND
SPECIAL
EDUCATION
IN
VIENNA
.
220
I.
ERZIEHUNGSBERECHTIGTE
.
220
II.
FESTSTELLUNG
DES
SONDERPADAGOGISCHEN
FORDERBEDARFS
.
220
APPENDIX
D:
INFO
SHEET
FOR
PARENTS
IN
GERMAN
.
228
APPENDIX
E:
INFO
SHEET
FOR
PARENTS
IN
TURKISH
.
228
APPENDIX
F:
BACKGROUND
QUESTIONS
FOR
PARENTS
.
229
APPENDIX
G:
BACKGROUND
QUESTIONS
FOR
TEACHERS,
SCHOOL
DIRECTORS,
INSPECTOR
AND
SCHOOL
PSYCHOLOGISTS
.
229
APPENDIX
H:
MEMO
IN
MULTIPLE
LANGUAGES
.
230
APPENDIX
I:
ASSURANCE
OF
ANONYMITY
AND
CONFIDENTIALITY
IN
GERMAN
.
230
ASSURANCE
OF
ANONYMITY
AND
CONFIDENTIALITY
IN
TURKISH
.
231
APPENDIX
J:
PROFESSIONAL
SECRECY
STATEMENT
FOR
TRANSCRIBER
.
232
APPENDIX
K:
PART
OF
INITIAL
CODES
.
233 |
| adam_txt |
TABLE
OF
CONTENTS
FOREWORD
.
13
1
INTRODUCTION
.
15
1.1
THIS
STUDY
.
15
1.2
BACKGROUND
OF
THE
STUDY
.
15
1.3
RELEVANCE
OF
THE
STUDY
.
16
1.3.1
RELEVANCE
TO
SPECIAL
EDUCATION
.
16
1.3.2
RELEVANCE
TO
INCLUSION
.
17
1.3.3
RELEVANCE
TO
AUSTRIA
.
18
1.3.4
RELEVANCE
TO
RESEARCH
.
19
1.3.5
RELEVANCE
TO
CHALLENGES
.
19
1.3.6
RELEVANCE
TO
METHODOLOGY
.
21
1.4
PURPOSE
OF
THE
STUDY
.
21
1.5
SIGNIFICANCE
OF
THE
STUDY
.
22
1.6
DEFINITIONS
OF
TERMS
.
23
2
GUIDING
INTERESTS
.
25
2.1
CULTURE,
CULTURAL
DIVERSITY
AND
MULTICULTURALISM
.
25
2.2
MULTICULTURAL
EDUCATION
.
26
2.3
CULTURALLY
RESPONSIVE
TEACHING
.
27
2.4
TEACHER
EDUCATION
FOR
DIVERSITY
.
28
2.5
MIGRATION
AND
INTEGRATION
.
29
2.6
IMMIGRANTS
AND
EDUCATION
.
29
2.7
EDUCATIONAL
EQUITY
.
30
3
CONTEXT
.
33
3.1
DIVERSITY
IN
AUSTRIA
.
33
3.1.1
RELIGIOUS
DIVERSITY
.
35
3.1.2
IMMIGRANTS
IN
AUSTRIA
.
35
3.2
EDUCATION
IN
AUSTRIA
.
36
3.2.1
HISTORICAL
BACKGROUND
OF
EDUCATION
.
36
3.2.2
SCHOOL
SYSTEM
IN
AUSTRIA
.
38
3.2.3
DIVERSITY
IN
SCHOOLS
.
39
3.2.4
INTERCULTURAL
LEARNING
PRINCIPLE
.
40
3.2.5
EDUCATIONAL
STATISTICS
.
41
3.2.6
STUDENTS
WITH
A
TURKISH
BACKGROUND
.
42
3.2.7
INTEGRATION
AND
EDUCATION
.
43
3.3
SPECIAL
EDUCATION
IN
AUSTRIA
.
43
3.3.1
HISTORICAL
BACKGROUND
OF
SPECIAL
EDUCATION
IN
AUSTRIA
.
44
3.3.2
CURRENT
SPECIAL
EDUCATION
IN
AUSTRIA
.
44
3.3.3
DISABILITY
POLICY
FOR
INCLUSION
.
47
3.3.4 REFERRAL
TO
SPECIAL
EDUCATION
.
47
3.3.5
SCHOOL
INSPECTORS
AND
SCHOOL
PSYCHOLOGISTS
IN
AUSTRIA
.
48
3.4
TEACHER
TRAINING
IN
AUSTRIA
.
49
3.4.1
TEACHER
TRAINING
FOR
SPECIAL
EDUCATION
.
50
4
METHODOLOGY
AND
EPISTEMOLOGY
.
51
4.1
RESTATEMENT
OF
PURPOSE
.
51
4.2
QUALITATIVE
METHODOLOGY
.
51
4.2.1
ASSUMPTIONS
OF
QUALITATIVE
RESEARCH
.
52
4.3
GROUNDED
THEORY
RESEARCH
.
52
4.3.1
CLASSIC
GROUNDED
THEORY
.
54
4.3.2
STRAUSSIAN
GROUNDED
THEORY
.
54
4.3.3
CONSTRUCTIVIST
GROUNDED
THEORY
.
55
4.3.4
GENERALIZATIONS
IN
GROUNDED
THEORY
.
59
4.3.5
ABSTRACTION
FROM
TIME
AND
SPACE
WITH
GROUNDED
THEORY
.
59
4.3.6
GROUNDED
THEORY
IN
EDUCATIONAL
RESEARCH
.
59
4.4
RESEARCH
DESIGN
AND
RESEARCH
QUESTIONS
.
60
4.5
METHODOLOGY
AND
METHODS
.
61
4.5.1
REFLEXIVITY
.
61
4.5.2 RESEARCHER
POSITION
.
62
4.5.3
THEORETICAL
SENSITIVITY
.
63
4.5.4
THE
USE
OF
LITERATURE
IN
GROUNDED
THEORY
.
65
5
DATA
AND
DATA
COLLECTION
.
67
5.1
DATA
AND
DATA
COLLECTION
IN
GROUNDED
THEORY
.
67
5.2
RESEARCH
SITE
.
67
5.3
OTHERNESS
VERSUS
NATIVITY
.
68
5.4
RESEARCH
SETTINGS
.
68
5.5
RESEARCH
SPEECH
.
69
5.6
POPULATION
AND
SAMPLING
.
70
5.6.1
CRITERIA
FOR
PARTICIPATION
.
70
5.6.2
SAMPLING
.
71
5.7
PARTICIPANTS
.
73
5.8
INSTRUMENT
.
75
5.8.1
INTENSIVE
INTERVIEWS
.
75
5.9
DATA
COLLECTION
PROCESS
.
77
5.9.1
CONDUCTING
INTENSIVE
INTERVIEWS
.
77
5.9.2
INDIVIDUAL
INTERVIEWS
.
80
5.9.3
FOCUS
GROUP
MEETING
.
80
5.10
IMPORTANCE
OF
NARRATION
.
81
5.11
ASKING
QUESTIONS
.
83
5.11.1
CLOSED
QUESTIONS
.
83
5.11.2
OPEN
QUESTIONS
.
83
5.12
WRITING
.
84
5.12.1
FIELD
NOTES
.
84
5.12.2
MEMOS
.
85
5.13
DOCUMENTS
.
86
5.14
LANGUAGE
.
87
5.15
COLLECTED
DATA
.
88
5.16
ETHICAL
CONSIDERATION
.
88
5.17
PROBLEMS
ENCOUNTERED
IN
THE
DATA
COLLECTION
PHASE
.
89
6
DATA
ANALYSIS
AND
QUALITY
CHECK
.
91
6.1
ANALYSIS
IN
GROUNDED
THEORY
.
91
6.2
DATA
MANAGEMENT
AND
ANALYSIS
.
92
6.3
GROUNDED
THEORY
CODING
.
92
6.3.1
INITIAL
CODING
.
93
6.3.2
CONSTANT
COMPARISON
.
95
6.3.3
FOCUSED
CODING
.
95
6.3.4
THEORETICAL
SAMPLING
.
98
6.3.5
CATEGORIES
.
99
6.3.6
THEORETICAL
CODING
.
101
6.3.7
OUTLIERS
.
103
6.3.8
IN
VIVOS
.
103
6.3.9
THEORETICAL
SATURATION
.
103
6.3.10
THEORETICAL
SORTING,
DIAGRAMMING,
INTEGRATING
.
104
6.3.11
GENERATING
A
THEORY
.
104
6.4
RESEARCH
QUESTION
REVISITED
.
106
6.5
RESEARCH
DESIGN
REVISITED
.
106
6.6
QUALITY
OF
THE
STUDY
.
107
6.7
PRESENTATION
OF
THE
RESEARCH
FINDINGS
.
110
7
CATEGORIES
FROM
DIFFERENT
PERSPECTIVES
.
113
7.1
RESEARCH
QUESTIONS
.
113
7.2
COLLECTED
DATA
.
113
7.3
PARTICIPANTS
.
114
7.3.1
PARENTS
.
114
7.3.2
TEACHERS
.
114
7.3.3
PSYCHOLOGISTS
.
114
7.3.4
SCHOOL
DIRECTORS
AND
SCHOOL
INSPECTOR
.
115
7.4
INITIAL
CODES
.
116
7.5
CATEGORIZING
PROCESS
.
116
7.6
MEMOING
.
117
7.7
THEORETICAL
CODES
.
118
7.8
CATEGORIES
.
118
7.9
PARENTS
*
CATEGORIES
.
119
7.9.1
REJECTING
SPECIAL
EDUCATION
.
120
7.9.2
TAKING
OVER
THE
RESPONSIBILITY
.
123
7.9.3
IN
A
BATTLEFIELD
.
126
7.9.4
DISASSOCIATION
.
128
7.9.5
SUMMARY
FOR
MEANING
OF
THE
SPECIAL
EDUCATION
REFERRAL
FOR
PARENTS
.
132
7.10
TEACHERS
*
CATEGORIES
.
132
7.10.1
AN
OBSCURE
JOURNEY
.
133
7.10.2
REGRETFUL
ACCOMPLICE
.
137
7.10.3
PASSING
THE
BALL
.
140
7.10.4
CONDITIONAL
TRUST
.
143
7.10.5
SUMMARY
FOR
THE
MEANING
OF
SPECIAL
EDUCATION
REFERRAL
FOR
TEACHERS
.
144
7.11
PSYCHOLOGISTS
*
CATEGORIES
.
145
7.11.1
THERE
TO
TEST
.
145
7.11.2
SUMMARY
FOR
THE
MEANING
OF
SPECIAL
EDUCATION
REFERRAL
FOR
PSYCHOLOGISTS
.
147
7.12
SCHOOL
INSPECTOR
AND
DIRECTORS
*
CATEGORIES
.
147
7.12.1
PROVING
PROMINENCE
.
147
7.12.2
PROMINENT
BUT
NEUTRAL
.
149
7.12.3
SUMMARY
FOR
THE
MEANING
OF
SPECIAL
EDUCATION
REFERRAL
FOR
DIRECTORS
.
150
8
DEFINING
THE
CORE
CATEGORY
.
151
8.1
CORE
CATEGORY
.
151
8.2
THE
CORE
CATEGORY
*
DISASSOCIATION
*
.
151
8.2.1
WAYS
OF
DISASSOCIATION
.
152
8.2.2
DISASSOCIATION
AND
PARENTS
.
153
8.2.3
DISASSOCIATION
AND
TEACHERS
.
154
8.2.4
DISASSOCIATION
AND
SCHOOL
PSYCHOLOGISTS
.
155
8.2.5
DISASSOCIATION
AND
SCHOOL
DIRECTORS
AND
INSPECTOR
.
156
8.3
PROCESS
OF
DISASSOCIATION
.
157
9
THEORY
GENERATION
.
159
9.1
BRIEF
REVISIT
TO
RESEARCH
PROCESS
.
159
9.2
FROM
CATEGORIES
TO
THEORY
.
159
9.3
CORE
CATEGORY
*
DISASSOCIATION
*
.
161
9.4
RELATING
PARTICIPANT
GROUPS
.
162
9.4.1
RECIPROCITY
.
162
9.4.2
INVOLVEMENT
OF
THE
PARENTS
AND
EXTERNALS
.
163
9.4.3
SUSPICION
IN
THE
PROCESS
.
165
9.4.4
AMBIGUITY
.
166
9.5
DEVELOPING
A
THEORY
.
167
9.6
THEORY
*
BUILDING
ON
MUTUAL
DISTRUST
*
.
168
9.6.1
DISTRUST
BY
PARENTS
.
168
9.6.2
DISTRUST
BY
TEACHERS
.
169
9.6.3
DISTRUST
BY
SCHOOL
DIRECTORS
AND
THE
INSPECTOR
.
170
9.6.4
DISTRUST
BY
SCHOOL
PSYCHOLOGISTS
.
170
9.6.5
PLACE
OF
MUTUAL
DISTRUST
.
171
9.6.6
EXTENDED
MUTUAL
DISTRUST
.
172
9.6.7
THEORY
*
BUILDING
ON
MUTUAL
DISTRUST
*
.
175
9.6.8
SUMMARY
.
177
10
DISCUSSION
.
179
10.1
EDUCATIONAL
EQUITY
.
179
10.2
SPECIAL
EDUCATION
AND
IMMIGRANTS
.
180
10.3
LANGUAGE
AND
EMPLOYMENT
.
181
10.4
EMBEDDEDNESS
IN
SOCIAL
GROUP
.
183
10.5
FAMILY
INVOLVEMENT
.
185
10.6
POWER
IN
SCHOOL
.
187
10.7
TRUST
IN
SCHOOL
.
189
10.8
INSTITUTIONAL
DISCRIMINATION
.
190
10.9
CULTURAL
RESPONSIVENESS
.
191
10.10
GENDER
AND
RELIGION
.
192
11
CONCLUSION
.
193
11.1
REVIEW
OF
THE
STUDY
.
193
11.2
REVIEW
OF
THE
FINDINGS
.
194
11.3
CONCLUSION
OF
THE
STUDY
.
196
11.4
IMPLICATIONS
OF
THE
STUDY
.
197
11.5
CRITICAL
REFLECTIONS
.
198
DIRECTORIES
.
201
REFERENCES
.
201
LIST
OF
TABLES
.
213
LIST
OF
FIGURES
.
214
LIST
OF
BOXES
.
214
LIST
OF
ABBREVIATIONS
.
215
ATTACHMENTS
.
217
APPENDIX
A:
AUSTRIAN
EDUCATION
SYSTEM
.
217
APPENDIX
B
:
DISTRIBUTION
OF
STUDENTS
WITH
A
MIGRATION
BACKGROUND
TO
SCHOOL
TYPES
.
218
APPENDIX
C:
GUIDELINES
FOR
INCLUSION,
INTEGRATION
AND
SPECIAL
EDUCATION
IN
VIENNA
.
220
I.
ERZIEHUNGSBERECHTIGTE
.
220
II.
FESTSTELLUNG
DES
SONDERPADAGOGISCHEN
FORDERBEDARFS
.
220
APPENDIX
D:
INFO
SHEET
FOR
PARENTS
IN
GERMAN
.
228
APPENDIX
E:
INFO
SHEET
FOR
PARENTS
IN
TURKISH
.
228
APPENDIX
F:
BACKGROUND
QUESTIONS
FOR
PARENTS
.
229
APPENDIX
G:
BACKGROUND
QUESTIONS
FOR
TEACHERS,
SCHOOL
DIRECTORS,
INSPECTOR
AND
SCHOOL
PSYCHOLOGISTS
.
229
APPENDIX
H:
MEMO
IN
MULTIPLE
LANGUAGES
.
230
APPENDIX
I:
ASSURANCE
OF
ANONYMITY
AND
CONFIDENTIALITY
IN
GERMAN
.
230
ASSURANCE
OF
ANONYMITY
AND
CONFIDENTIALITY
IN
TURKISH
.
231
APPENDIX
J:
PROFESSIONAL
SECRECY
STATEMENT
FOR
TRANSCRIBER
.
232
APPENDIX
K:
PART
OF
INITIAL
CODES
.
233 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Subasi Singh, Seyda |
| author_GND | (DE-588)1226783279 |
| author_facet | Subasi Singh, Seyda |
| author_role | aut |
| author_sort | Subasi Singh, Seyda |
| author_variant | s s s ss sss |
| building | Verbundindex |
| bvnumber | BV047146842 |
| classification_rvk | DT 1207 DT 1507 |
| collection | ebook ZDB-41-SSA ZDB-41-SSP ZDB-94-OAB |
| ctrlnum | (OCoLC)1227929898 (DE-599)DNB1223792714 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| doi_str_mv | 10.35468/5866 |
| format | Thesis Book |
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| geographic | Österreich (DE-588)4043271-3 gnd |
| geographic_facet | Österreich |
| id | DE-604.BV047146842 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T16:37:07Z |
| indexdate | 2025-03-20T04:00:39Z |
| institution | BVB |
| institution_GND | (DE-588)2016917-6 |
| isbn | 9783781524279 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032552666 |
| oclc_num | 1227929898 |
| open_access_boolean | 1 |
| owner | DE-12 DE-210 DE-1052 DE-521 DE-1102 DE-1046 DE-1028 DE-1050 DE-573 DE-M347 DE-92 DE-1051 DE-898 DE-BY-UBR DE-859 DE-860 DE-1049 DE-861 DE-863 DE-BY-FWS DE-862 DE-BY-FWS DE-11 DE-Re13 DE-BY-UBR DE-Y3 DE-255 DE-Y7 DE-Y2 DE-70 DE-2174 DE-127 DE-22 DE-BY-UBG DE-155 DE-BY-UBR DE-91 DE-BY-TUM DE-384 DE-473 DE-BY-UBG DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-703 DE-20 DE-706 DE-824 DE-29 DE-739 |
| owner_facet | DE-12 DE-210 DE-1052 DE-521 DE-1102 DE-1046 DE-1028 DE-1050 DE-573 DE-M347 DE-92 DE-1051 DE-898 DE-BY-UBR DE-859 DE-860 DE-1049 DE-861 DE-863 DE-BY-FWS DE-862 DE-BY-FWS DE-11 DE-Re13 DE-BY-UBR DE-Y3 DE-255 DE-Y7 DE-Y2 DE-70 DE-2174 DE-127 DE-22 DE-BY-UBG DE-155 DE-BY-UBR DE-91 DE-BY-TUM DE-384 DE-473 DE-BY-UBG DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-703 DE-20 DE-706 DE-824 DE-29 DE-739 |
| physical | 236 Seiten |
| psigel | ebook ZDB-41-SSA ZDB-41-SSP ZDB-94-OAB |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Verlag Julius Klinkhardt |
| record_format | marc |
| series2 | Inklusion, Behinderung, Gesellschaft. Bildungs- und sozialwissenschaftliche Beiträge |
| spellingShingle | Subasi Singh, Seyda Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich Migrationshintergrund (DE-588)7544915-8 gnd Türkischer Schüler (DE-588)4121790-1 gnd Sonderpädagogik (DE-588)4077513-6 gnd |
| subject_GND | (DE-588)7544915-8 (DE-588)4121790-1 (DE-588)4077513-6 (DE-588)4043271-3 (DE-588)4113937-9 |
| title | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich |
| title_alt | Developing an understanding for the overrepresentation of students with Turkish migration background in special education referrals in the Austrian context Die Überrepräsentation von MigrantInnen in der Sonderpädagogik |
| title_auth | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich |
| title_exact_search | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich |
| title_exact_search_txtP | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich |
| title_full | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich Seyda Subasi Singh |
| title_fullStr | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich Seyda Subasi Singh |
| title_full_unstemmed | Overrepresentation of immigrants in special education a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich Seyda Subasi Singh |
| title_short | Overrepresentation of immigrants in special education |
| title_sort | overrepresentation of immigrants in special education a grounded theory study on the case of austria die uberreprasentation von migrantinnen in der sonderpadagogik eine grounded theory studie am beispiel osterreich |
| title_sub | a grounded theory study on the case of Austria = Die Überrepräsentation von MigrantInnen in der Sonderpädagogik : eine Grounded Theory Studie am Beispiel Österreich |
| topic | Migrationshintergrund (DE-588)7544915-8 gnd Türkischer Schüler (DE-588)4121790-1 gnd Sonderpädagogik (DE-588)4077513-6 gnd |
| topic_facet | Migrationshintergrund Türkischer Schüler Sonderpädagogik Österreich Hochschulschrift |
| url | https://doi.org/10.35468/5866 https://elibrary.utb.de/doi/book/10.35468/9783781558663 https://directory.doabooks.org/handle/20.500.12854/70787 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032552666&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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