The Three-legged Stool of Parental Inclusion: The Case of Hana

Autor/in	Cobb, Cam
Titel	The Three-legged Stool of Parental Inclusion: The Case of Hana
Quelle	In: British Journal of Special Education, 41 (2014) 3, S.289-308 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12059
Schlagwörter	Inclusion; Qualitative Research; Inquiry; Case Studies; Barriers; Mothers; Special Education; Parent Teacher Cooperation; Models; Decision Making Skills; Parent Education; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Inklusion; Qualitative Forschung; Case study; Fallstudie; Case Study; Mother; Mutter; Special needs education; Sonderpädagogik; Sonderschulwesen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Analogiemodell; Parents education; Elternbildung; Elternschule; Ausland; Kanada
Abstract	Drawing from a critical qualitative inquiry, this case study tells the story of Hana, a Korean-Canadian mother, and identifies barriers that can be encountered in seeking to interact with school professionals in the special education milieu. The case study presents a conceptual model, called the three-legged stool of parental inclusion, which is designed to enhance the way in which parental inclusion is understood and fostered in special education. It is suggested that Hana needed to utilise this model, of knowledge awareness, gathering, and use, in order to take part in her daughter's education in a more meaningful way. This article, by Cam Cobb of the University of Windsor, Canada, adds to the international literature related to cultural and linguistic diversity by sharing a Canadian parent's experience of special education decision-making from this perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10