Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)

Autor/in	Cioè-Peña, María
Titel	Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)
Quelle	In: Educational Forum, 84 (2020) 4, S.377-390 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2020.1812970
Schlagwörter	Inclusion; Individualized Education Programs; Students with Disabilities; Spanish Speaking; English Language Learners; Bilingual Students; Teacher Influence; Parent Participation; Mothers; Meetings; Hispanic Americans; Parent Role; Teamwork; Student Diversity; Listening + Suchen Sie Ihr Suchwort? Inklusion; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung; Mother; Mutter; Meeting; Tagung; Hispanic; Hispanoamerikaner; Parental role; Elternrolle; Hörvorgang; Zuhören
Abstract	Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in "the need to work towards 'schools for all'" remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents' abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01