What Do I Know? Parental Positioning in Special Education

Autor/in	McCloskey, Erin
Titel	What Do I Know? Parental Positioning in Special Education
Quelle	In: International Journal of Special Education, 25 (2010) 1, S.162-170 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Disabilities; Parents; Special Education; Parent Participation; Preschool Children; Special Needs Students; Parent Role; Teamwork; Parent School Relationship; Physicians; Administrators; Interaction + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Eltern; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sonderpädagogischer Förderbedarf; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Physician; Doctor; Arzt; Interaktion
Abstract	The literature that is meant to guide parental participation in special education often refers to parents as vital team members who are critical in designing the best programs for their children (The Family and Advocates Partnership for Education, 2004; The State Education Department, May 2002). However, a disconnect can occur between the information meant to guide parents and their experiences (Benson, Karlof, & Siperstein, 2008; Harry & Klinger, 2006; Rogers, 2003). This qualitative case study (Dyson & Genishi, 2005; Glesne, 1999; Merriam, 2001) uses positioning theory (Harre & van Langenhove, 1999b), to explore how Sherry, a parent of a preschool child with special needs, is positioned and positions herself, in interactions with doctors, teachers, and therapists when issues of disability and special education arise. In keeping with literature meant to guide her in school meetings, Sherry took an active position as a team member (reflexive positioning), and this position was accepted and celebrated by the providers and teachers who worked directly with her son. In the neurologist's office, this parent needed to negotiate her position with the doctor, bumping up against the medical model of disability (interactive positioning). Finally, at school district meetings, Sherry explains how the school officials make certain positions unavailable to her by evoking her role as her son's parent (interactive positioning). The researcher suggests ways to support parents' interactions with professionals involved in special education and implications for teacher education programs. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10