Literaturnachweis - Detailanzeige
| Autor/inn/en | Buren, Molly K.; Rios, Kristina; Burke, Meghan M. |
|---|---|
| Titel | Advocacy Experiences among Rural Parents of Children with Disabilities |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 1, S.12-24 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705211049337 |
| Schlagwörter | Rural Areas; Parent Attitudes; Advocacy; Grounded Theory; Students with Disabilities; Special Education; Barriers; Parent School Relationship; School Personnel; Stress Variables; Civil Rights; Access to Education; Bullying; Punishment; Academic Support Services; Educational Legislation; Equal Education; Federal Legislation Rural area; Ländlicher Raum; Elternverhalten; Sozialanwaltschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulpersonal; Bürgerrechte; Grundrechte; Zivilrecht; Education; Access; Bildung; Zugang; Bildungszugang; Mobbing; Bestrafung; Bildungsrecht; Schulgesetz; Bundesrecht |
| Abstract | Parent advocacy is an essential component to help children with disabilities receive appropriate school services. However, there are limited studies about parent advocacy for children with disabilities living in rural areas. To address this issue, semistructured interviews were conducted with 12 parents of children with disabilities. The purpose of the study was to identify and define unique barriers to and facilitators of advocacy among families of children with disabilities living in rural areas. Constant comparative analysis was used to analyze the interview data. The findings suggest that families living in rural areas lack the necessary resources to advocate successfully for their children with disabilities. Notably, participants expressed that advocating and maintaining relationships with school personnel took an emotional toll. Participants also reported that relationships with school personnel outside of school affected their experiences with advocacy. Implications for research and practice are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 |
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