Exploring the Special Education Advocacy Process According to Families and Advocates

Autor/inn/en	Burke, Meghan M.; Rios, Kristina; Lee, Chung eun
Titel	Exploring the Special Education Advocacy Process According to Families and Advocates
Quelle	In: Journal of Special Education, 53 (2019) 3, S.131-141 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918810204
Schlagwörter	Advocacy; Children; Students with Disabilities; Parent Attitudes; Special Education; Outcomes of Education; Volunteers; Individualized Education Programs; Augmentative and Alternative Communication; Empowerment; Family School Relationship; Family Attitudes; Tennessee; Illinois + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Child; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg; Freiwilliger; Individualized education program; Individualisierendes Lernen
Abstract	Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent-advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school's response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01