The Meaning and Nature of Parental Advocacy in the Early Years

Autor/inn/en	Schraml-Block, Kristen; Ostrosky, Michaelene M.
Titel	The Meaning and Nature of Parental Advocacy in the Early Years
Quelle	In: Exceptionality, 30 (2022) 3, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schraml-Block, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938054
Schlagwörter	Parent Role; Advocacy; Parent Participation; Early Intervention; Educational Legislation; Federal Legislation; Equal Education; Infants; Toddlers; Disabilities; Developmental Delays; Definitions; Parent Attitudes; Parent Education; Self Advocacy; Professional Personnel; Family Role; Friendship; Family Needs; Cultural Capital; Social Capital + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Sozialanwaltschaft; Elternmitwirkung; Bildungsrecht; Schulgesetz; Bundesrecht; Infant; Toddler; Toddlers; Kleinkind; Infants; Handicap; Behinderung; Entwicklungsverzögerung; Begriffsbestimmung; Elternverhalten; Parents education; Elternbildung; Elternschule; Selbstbehauptung; Personalbestand; Freundschaft; Sozialkapital
Abstract	Families who have children with delays or disabilities are often expected to become advocates for their children. Despite this inherent expectation, there is limited research available focused on advocacy during the early years (birth to three). The purpose of this study was to use qualitative inquiry, specifically semi-structured interviews, to explore 15 parents' meanings of and experiences with advocacy in the early years. Thematic and constant comparative analyses were used and subsequently 22 codes within six major categories were identified. Three major findings related to the meaning and nature of advocacy in the early years involved: (a) education and being a voice for children are critical components of parents' constructed definitions of advocacy; (b) parents engage in a variety of advocacy interactions, across formal and informal settings, prior to and during Early Intervention; and (c) and parental advocacy requires capital resources. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01