Documenting the Experiences of Special Education Advocates

Autor/inn/en	Burke, Meghan M.; Goldman, Samantha E.
Titel	Documenting the Experiences of Special Education Advocates
Quelle	In: Journal of Special Education, 51 (2017) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466916643714
Schlagwörter	Special Education; Advocacy; Change Agents; Phenomenology; Interviews; Change Strategies; Family School Relationship; Expectation; Strategic Planning; Familiarity; Parent Education; Empowerment; Participation; Meetings; Activism; Disabilities; Related Services (Special Education); Qualitative Research; Illinois; Tennessee + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sozialanwaltschaft; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Lösungsstrategie; Expectancy; Erwartung; Strategy; Planning; Strategie; Planung; Parents education; Elternbildung; Elternschule; Teilnahme; Meeting; Tagung; Aktivismus; Politischer Protest; Handicap; Behinderung; Qualitative Forschung
Abstract	Many parents struggle to advocate for their children with disabilities to obtain services at school. Subsequently, parents may turn to special education advocates to help ensure that their children receive appropriate services. However, it is unclear how special education advocates support families and secure services for children with disabilities. Before determining whether special education advocacy is effective, the advocacy process used by special education advocates needs to be understood. In this study, 33 special education advocates participated in individual interviews about advocacy. Participants reported that they used an advocacy process with five main stages: developing rapport with the parent, establishing clear expectations, learning about the child and the family, educating and empowering the parent, and participating in Individualized Education Program (IEP) meetings. Details about the advocacy process are provided, and implications for future research, policy, and practice 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