Public classroom to homeschool: finding a place for AD(H)D children in Alberta in 2010
Lethbridge, Alta. : University of Lethbridge, Dept. of Sociology
In the year 2010, some Albertan children exhibiting behaviours that matched the medical diagnostic category of AD(H)D experienced difficulty accessing additional funding for special education programs, classroom supports, and modifications that may have more fully included them in classroom settings. Through semi-structured, qualitative, in-depth interviews with parents, this study explored parental perceptions of the types of school practices that led to their decision to homeschool. The study uncovered how insufficient special education coding and funding for classroom supports and assistance, lack of consistent one-on-one assistance and other unofficial supports, large classroom populations, and lack of consideration of parental input by educators, impacted parental choice—resulting in the decision of some parents to pull their AD(H)D children out of classroom settings to homeschool them. The study also uncovered educational choices available at that time for AD(H)D children and how parents first learned about the option of homeschooling through other homeschoolers.
Attention-deficit hyperactivity disorder , Home schooling , Homebound instruction , Special education