The Nature, Correlates, and Conditions of Parental Advocacy in Special Education

Autor/inn/en	Burke, Meghan M.; Hodapp, Robert M.
Titel	The Nature, Correlates, and Conditions of Parental Advocacy in Special Education
Quelle	In: Exceptionality, 24 (2016) 3, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2015.1064412
Schlagwörter	Parents; Advocacy; Special Education; Parent Surveys; National Surveys; Disabilities; Questionnaires; Parent School Relationship; Satisfaction; Statistical Analysis; Qualitative Research; Correlation; Regression (Statistics) + Suchen Sie Ihr Suchwort? Eltern; Sozialanwaltschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Fragebogen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zufriedenheit; Statistische Analyse; Qualitative Forschung; Korrelation; Regression; Regressionsanalyse
Abstract	Although parents often advocate for the best educational services for their children with disabilities, few studies examine parents' advocacy activities; identify parent-school relationship, parent, and student correlates of advocacy; or describe the conditions of advocacy. Responding to a national, web-based survey, 1087 parents of students with disabilities completed a 163-item questionnaire. A seven-item Special Education Rights and Advocacy Scale converged on a single factor. Higher levels of advocacy were found among parents who enacted their procedural safeguards, reported less satisfactory partnerships with schools, and were less satisfied with educational services. Parents engaging in the highest levels of advocacy described negative experiences, with schools refusing services, acting disingenuously, lacking trained personnel, and communicating poorly. Conversely (and with some exceptions), parents engaging in lesser amounts of advocacy reported positive experiences, were satisfied, and felt that their IEP teams were collaborative. High levels of parental advocacy may be a reaction to poor relationships with and behaviors by the school. Implications for researchers and practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01