Empathic Education: Perceptions of Self-Determination by Rightful Presence
| dc.contributor.advisor | Linan-Thompson, Sylvia | |
| dc.contributor.author | Galaxy, Annie | |
| dc.date.accessioned | 2024-08-07T22:24:50Z | |
| dc.date.available | 2024-08-07T22:24:50Z | |
| dc.date.issued | 2024-08-07 | |
| dc.description.abstract | Grounded in empathic education and the concept of rightful presence, this study moved beyond dominant inclusion paradigms, such as the inequitable host-guest ‘hospitality’ relationship; crucially, the study design prioritized equitable communication access, ensuring that all participants’ stories were treated with equal reverence. This qualitative study investigated the impact of an expansively designed Unified Robotics program on perceptions of three self-determination needs – competence (effective performance), relatedness (belonging and social engagement), and autonomy (equitable decision-making access) – among Autistic students, students with intellectual dis/abilities, and general education students. The study was enriched by an examination of parent perceptions of those same values in their children. Pre- and post-season interviews probed students’ perceptions, while field observations provided additional data on students’ self-determination expressions. The study also appraised perceptions of benefits and costs associated with participation in the intervention across all participants. Qualitative analysis involved interpretive examination of extracts from interview responses to closed questions, where the interviews had been coded for the three self-determination needs. The Unified Robotics intervention yielded substantial perceived benefits for students’ self-determination at negligible cost. Findings consistently demonstrated improved student perceptions of self-determination after program participation, as corroborated by parent and teacher reports. Students described enhanced perceptions across all three self-determination needs, which was further supported by parent data and field reports. The program’s expansive design also promoted reflection, attitude changes, and rightful presence.This research highlights the transformative potential of empathic, expansively designed programs in fostering self-determination and rightful presence for all learners. It challenges traditional, dominant inclusion paradigms and emphasizes the importance of equitable, supportive educational environments for all students. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/29824 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | Inclusion | en_US |
| dc.subject | Rightful Presence | en_US |
| dc.subject | Special Education | en_US |
| dc.subject | Unified Robotics | en_US |
| dc.title | Empathic Education: Perceptions of Self-Determination by Rightful Presence | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
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