Literaturnachweis - Detailanzeige
Autor/inn/en | Haley, Keri; Allsopp, David |
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Titel | Advocating for Students with Learning and Behavior Challenges: Insights from Teachers Who Are Also Parents |
Quelle | In: Preventing School Failure, 63 (2019) 1, S.24-31 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-988X |
DOI | 10.1080/1045988X.2018.1469462 |
Schlagwörter | Student Behavior; Behavior Problems; Learning Problems; Advocacy; Parent Role; Parent Teacher Cooperation; Teacher Role; Partnerships in Education; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Parent Attitudes; Teachers; Student Needs; Age Differences; Positive Behavior Supports; Elementary Secondary Education Student behaviour; Schülerverhalten; Lernproblem; Sozialanwaltschaft; Parental role; Elternrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerrolle; Hochschulpartnerschaft; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Elternverhalten; Lehrer; Lehrerin; Lehrende; Age; Difference; Age difference; Altersunterschied |
Abstract | Parents and educators are expected under IDEIA to work together on educational decision-making for students with disabilities. While collegial relationships in this process are intended, partnerships are not always formed because both parties can struggle to understand each other's perspective. Parents may hold their view, while educators may have another. What happens when parents are also educators? Can stronger partnerships be forged when parent-educators exist in both roles? This paper presents the cases of three parent-educators and their struggles in advocating for their own children with disabilities. From those experiences we provide parents and educators lessons to carry forward as well as resources for improving parent-school relationships in special education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |