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ERIC Number: ED512612
Record Type: Non-Journal
Publication Date: 2008-Nov
Pages: 20
Abstractor: ERIC
Reference Count: 26
ISBN: N/A
ISSN: N/A
Perspectives of Participants in Special Education Mediation: A Qualitative Inquiry
Todis, Bonnie; Moses, Philip; Peter, Marshall
Consortium for Appropriate Dispute Resolution in Special Education (CADRE)
To investigate the potential utility of multiple case study methodology in the area of special education mediation, CADRE (Consortium for Appropriate Dispute Resolution in Special Education) in 2003 undertook a qualitative inquiry of special education mediations in two states. In this exploratory research, the authors' goal was to gain access to, examine, and compare the perspectives of parents, school personnel and mediators on several dimensions of the mediation experience--expectations, the process itself, outcomes, satisfaction with the process and outcomes, and long term outcomes. By identifying themes and patterns within and across cases, they hoped to identify promising areas for future qualitative and quantitative research. Examination of the themes within and across cases in this admittedly small sample may nonetheless suggest some patterns of potential interest to future researchers in the area of special education mediation. Some of these patterns are similar to those noted by Welsh (2004) and other qualitative researchers in this area. These are: (1) Relationship issues were identified as important factors by both parties in each mediation but were not addressed directly in most cases; (2) Mediation produced settlement but not satisfaction; (3) Empowerment and respect; and (4) Differing views of student needs. (Contains 2 tables.)
Consortium for Appropriate Dispute Resolution in Special Education (CADRE). P.O. Box 51360, Eugene, OR 97405-0906. Tel: 541-686-5060; Web site: http://www.directionservice.org/cadre
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: Consortium for Appropriate Dispute Resolution in Special Education (CADRE)