Parent Perceptions of the Advocacy Expectation in Special Education

Autor/inn/en	Rossetti, Zach; Burke, Meghan M.; Hughes, Oscar; Schraml-Block, Kristen; Rivera, Javier I.; Rios, Kristina; Aleman Tovar, Janeth; Lee, James D.
Titel	Parent Perceptions of the Advocacy Expectation in Special Education
Quelle	In: Exceptional Children, 87 (2021) 4, S.438-457 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rossetti, Zach) ORCID (Rios, Kristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402921994095
Schlagwörter	Parent Attitudes; Advocacy; Expectation; Students with Disabilities; Parent Participation; Parent School Relationship; Federal Legislation; Equal Education; Educational Legislation; Special Education; Cultural Differences; Individual Characteristics; Social Capital; Family Role; Language Usage; Minority Groups; Massachusetts; Illinois; Tennessee; New Hampshire + Suchen Sie Ihr Suchwort? Elternverhalten; Sozialanwaltschaft; Expectancy; Erwartung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bundesrecht; Bildungsrecht; Schulgesetz; Special needs education; Sonderpädagogik; Sonderschulwesen; Kultureller Unterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sozialkapital; Sprachgebrauch; Ethnische Minderheit; Master-Studiengang
Abstract	Although the Individuals With Disabilities Education Improvement Act (IDEA) mandates parent participation in their children's education programs, the implementation of IDEA results in parent effort beyond participation, specifically, an expectation of advocacy. To date, research on the advocacy expectation is mixed, with some parents perceiving advocacy as an obligation to ensure appropriate services for their children, whereas others argue it is unreasonable and has cultural dissonance, disadvantaging some parents. We examined parent perspectives of the advocacy expectation in special education through 19 focus groups with 127 parents of children with disabilities across four states. Findings included a nuanced understanding of the advocacy expectation, with participants reporting the importance of advocacy and some describing that advocacy was part of their social role. However, under adversarial circumstances with school personnel, participants described feeling overwhelmed because the advocacy expectation felt more difficult than it needed to be. We discuss implications for policy and practice. (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