The Fight Within: Parent-Educators Advocating for Their Children with Autism inside Their Own School Districts

Autor/inn/en	Fogle, Keri C.; Hoppey, David; Allsopp, David H.
Titel	The Fight Within: Parent-Educators Advocating for Their Children with Autism inside Their Own School Districts
Quelle	In: Teacher Education and Special Education, 43 (2020) 2, S.162-177 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419861964
Schlagwörter	Advocacy; Student Rights; Autism; Pervasive Developmental Disorders; Students with Disabilities; Employees; School Districts; Special Education; Barriers; Parent Attitudes; Job Security; Teachers; Parent Role; Teacher Role; Mothers; Individualized Education Programs; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Employee; Arbeitnehmer; Beschäftigter; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternverhalten; Arbeitsplatzsicherheit; Lehrer; Lehrerin; Lehrende; Parental role; Elternrolle; Lehrerrolle; Mother; Mutter; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one's child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent--school partnerships in special education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01