Latina Mothers' Views of a Parent-to-Parent Support Group in the Special Education System

Autor/inn/en	Mueller, Tracy Gershwin; Milian, Madeline; Islas Lopez, Maria
Titel	Latina Mothers' Views of a Parent-to-Parent Support Group in the Special Education System
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 34 (2009) 3-4, S.113-122 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Mothers; Parents; Social Support Groups; Hispanic Americans; Spanish Speaking; Language Usage; Interviews; Severe Disabilities; Community Programs; Group Dynamics; English (Second Language); Federal Legislation; Parent Participation; Parent School Relationship; Special Education; Special Needs Students + Suchen Sie Ihr Suchwort? Mother; Mutter; Eltern; Social support; Soziale Unterstützung; Hispanic; Hispanoamerikaner; Sprachgebrauch; Interviewing; Interviewtechnik; Severe disability; Schwerbehinderung; Gruppendynamik; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf
Abstract	Parent-professional partnership literature continues to emphasize the importance of including the parent voice. Spanish-speaking families are often excluded from such studies because of the language barrier. This article presents a qualitative interview study of eight Latina mothers of children with severe disabilities. All participants were members of a parent-to-parent support group available through a local community board. Data analysis revealed that the mothers identified three major benefits of the parent-to-parent support group, including (a) feeling like a family, (b) having a source of information, and (c) receiving emotional support. Findings indicated that information and assistance the parents were missing from the school system were offered through their group. Implications for educational providers and future research will be presented and discussed. (Contains 1 table.) (As Provided).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10