The Discourse of Parent Involvement in Special Education: A Critical Analysis Linking Policy Documents to the Experiences of Mothers

Autor/inn/en	Lai, Yuan; Vadeboncoeur, Jennifer A.
Titel	The Discourse of Parent Involvement in Special Education: A Critical Analysis Linking Policy Documents to the Experiences of Mothers
Quelle	In: Educational Policy, 27 (2013) 6, S.867-897 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904812440501
Schlagwörter	Parent Participation; Special Education; Disabilities; Educational Policy; Discourse Analysis; Asians; Foreign Countries; Immigrants; Mothers; Policy Analysis; Interviews; Comparative Analysis; Parent Attitudes; Parent School Relationship; Individualized Education Programs; Canada + Suchen Sie Ihr Suchwort? Elternmitwirkung; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Politics of education; Bildungspolitik; Diskursanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Immigrant; Immigrantin; Immigranten; Mother; Mutter; Politikfeldanalyse; Interviewing; Interviewtechnik; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Individualized education program; Individualisierendes Lernen; Kanada
Abstract	Parent involvement is acknowledged as a crucial aspect of the education of students with special needs. However, the discourse of parent involvement represents parent involvement in limited ways, thereby controlling how and the extent to which parents can be involved in the education of their children. In this article, critical discourse analysis (CDA) was used to examine the discourse of parent involvement in excerpts from policy documents and interviews from a larger study on immigrant Chinese Canadian mothers' involvement in the education of their children with disabilities. Contrasting policy documents and interviews, the discourse of parent involvement positioned mothers as over- or underinvolved, subordinate, and inexpert. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10