Until Somebody Hears Me: Parent Voice and Advocacy in Special Educational Decision Making

Autor/inn/en	Hess, Robyn S.; Molina, Amy M.; Kozleski, Elizabeth B.
Titel	Until Somebody Hears Me: Parent Voice and Advocacy in Special Educational Decision Making
Quelle	In: British Journal of Special Education, 33 (2006) 3, S.148-157 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2006.00430.x
Schlagwörter	Stellungnahme; Parent Role; Disabilities; Advocacy; Special Education; Decision Making; Focus Groups; Student Needs; Individual Needs; Partnerships in Education; Family School Relationship; United States + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Handicap; Behinderung; Sozialanwaltschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; Decision-making; Entscheidungsfindung; Hochschulpartnerschaft; USA
Abstract	When a family finds out their child has a disability, they enter the world of special education which has its own terminology, rules, settings and personnel. In addition to grappling with the meaning of their child's special needs, families are also thrown into the role of principle advocate for their child. The research study reported here presents the findings from focus groups conducted in the United States of America with 27 diverse families on their efforts to obtain the best educational outcomes for their children. In this article, Robyn Hess, Amy Molina and Elizabeth Kozleski bring their collective past experiences, as a school psychologist, bilingual counsellor and special education teacher respectively, to bear on this topic and frame the issue from a systemic perspective. They argue that engaging in conversation with families around their needs, as well as assisting them in their efforts to advocate for their child, is the first step in creating more equal partnerships between parents of children with special needs and educational professionals. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10