Advocating for Students with Learning and Behavior Challenges: Insights from Teachers Who Are Also Parents

Autor/inn/en	Haley, Keri; Allsopp, David
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01