The Advocacy Experiences of Parents of Elementary Age, Twice-Exceptional Children

Autor/inn/en	Besnoy, Kevin D.; Swoszowski, Nicole C.; Newman, Jane L.; Floyd, Amanda; Jones, Parrish; Byrne, Caitlin
Titel	The Advocacy Experiences of Parents of Elementary Age, Twice-Exceptional Children
Quelle	In: Gifted Child Quarterly, 59 (2015) 2, S.108-123 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986215569275
Schlagwörter	Advocacy; Exceptional Child Research; Elementary School Students; Parent Attitudes; Gifted; Disabilities; Parent Surveys; Interviews; Focus Groups; Special Needs Students; Special Education; Phenomenology; Expertise; Educational Diagnosis; Knowledge Level; Familiarity; School Policy; Vocabulary Skills; Self Efficacy; Parent Child Relationship; Student Characteristics; Disability Identification; Comorbidity; Grounded Theory; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Elternverhalten; Begabter, Hoch Begabter; Handicap; Behinderung; Interviewing; Interviewtechnik; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Expert appraisal; Pedagogical diagnostics; Pädagogische Diagnostik; Wissensbasis; Schulpolitik; Aktiver Wortschatz; Self-efficacy; Selbstwirksamkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	For many parents, successfully advocating for their twice-exceptional child can be intimidating and overwhelming. Using grounded theory, we conducted a study with parents (n = 8) of elementary age, twice-exceptional children to learn about their advocacy experiences. Findings revealed that parents simultaneously advocated for their child's disability and protected their child's giftedness. This overarching theme influenced parents' expectations of their local school system, while highlighting their lack of professional knowledge. All participants wanted their child to maximize her or his potential and not be limited by her or his disability. Data gathered from individual interviews and focus group sessions revealed that all parents struggled with developing advocacy strategies to manage their child's dual diagnosis. Only after parents acquired professional knowledge about educational terminology and official policies, were they able to become successful advocates. The lack of readily available resources focusing on twice-exceptional children was an obstacle to successful advocacy. Suggestions for future research and collaboration are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01