Diverse Approaches to Parent Advocacy during Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital

Autor/in	Trainor, Audrey A.
Titel	Diverse Approaches to Parent Advocacy during Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital
Quelle	In: Remedial and Special Education, 31 (2010) 1, S.34-47 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508324401
Schlagwörter	Focus Groups; Parent Participation; Social Capital; Special Education; Cultural Capital; Interviews; Parent Attitudes; Parent School Relationship; Advocacy; Ethnic Diversity; Individual Differences; Change Strategies + Suchen Sie Ihr Suchwort? Elternmitwirkung; Sozialkapital; Special needs education; Sonderpädagogik; Sonderschulwesen; Interviewing; Interviewtechnik; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialanwaltschaft; Individueller Unterschied; Lösungsstrategie
Abstract	Home-school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources parents perceived necessary to their participation via five focus groups of participants from a range of socioeconomic, disability, and racial or ethnic backgrounds through 27 in-depth interviews. NVIVO7 was used to analyze data; categorical meaning and relational themes were coded recursively. Results indicated that intercultural and intracultural differences existed among parents. Advocacy on behalf of one student also required different capital resources than did advocacy for systems change. Discussion focuses on implications of parent advocacy on educational equity. (Contains 1 table.) (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	2017/4/10