Accessible Practices to Foster Authentic Partnerships with Parents of Students with Identified Learning Differences

Autor/in	Biggs, Brian
Titel	Accessible Practices to Foster Authentic Partnerships with Parents of Students with Identified Learning Differences
Quelle	(2021), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, East Bay
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2099-0061-0
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Students with Disabilities; Parent School Relationship; School Districts; Parent Participation; Diversity; Individualized Education Programs; Partnerships in Education; At Risk Persons; Minority Groups + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; School district; Schulbezirk; Elternmitwirkung; Individualized education program; Individualisierendes Lernen; Hochschulpartnerschaft; Risikogruppe; Ethnische Minderheit
Abstract	Due to the legal and political context and evolving understandings of critical disability theory, the landscape of special education is complex and ever changing. Special Education is therefore predisposed to be a field ripe with opportunities for conflict between families and school districts. When parents enter special education, they are learning a new system composed of intricate procedural and substantive compliance and the related jargon that governs special education. There are various tensions that arise between families of students with disabilities and school districts around these accountability indicators. The introduction of resolution sessions has changed the ways grievances are addressed between families and school districts by providing the districts an "out" to minimize financial loss versus holding the line with their obligation to serve students with disabilities. They result in settlement agreements, which hold no accountability, can be contrary to students' needs, and provide a way for districts to cut losses when they are in fear of financial implications. Additionally, even though resolution sessions are intended to mitigate due process hearings they continue to perpetuate inequitable access for parents as it adds an additional layer for parents to learn to navigate. A further disadvantage exists for parents from marginalized backgrounds, as they are often unable to exercise their rights and effectively participate in their child's education. While there is some literature on measures districts can take to mitigate grievances, such as early intervention and prevention, parent engagement, and building a trusting relationship between home and school, there is little reference to the direct impact on these preventative alternative dispute resolution activities and mitigating grievances. The purpose of this qualitative methods study is to better understand conflict between parents of students with learning differences and school districts to build systems to dismantle these inequities. This study provides a better understanding of how to include all parents, specifically those of diverse backgrounds, and opinions through the IEP process and partner toward supporting students substantively and through procedural compliance within the context of the system of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01