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ERIC Number: EJ1220598
Record Type: Journal
Publication Date: 2019-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
Activating Policy and Advocacy Skills: A Strategy for Tomorrow's Special Education Leaders
Nagro, Sarah A.; Shepherd, Katharine G.; West, Jane E.; Nagy, Steven J.
Journal of Special Education, v53 n2 p67-75 Aug 2019
Special education scholars have traditionally experienced a significant disconnect between their experience as researchers and the fast-paced realities of policy and politics. We propose that higher education leaders should be drivers of change, not recipients of outcomes, and by extension, that there is a need to ensure that the preparation of future special education faculty and leaders includes multiple opportunities for them to engage in development of competencies related to policy-making, implementation, and evaluation. This article uses an exploratory qualitative approach to describe an experiential learning model referred to as the "Short Course," established to provide opportunities for doctoral students to experience the policy process and to develop an advocacy disposition and skills for future roles in the broad field of special education. Questionnaire data gathered over 4 years suggest the potential for this model to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Every Student Succeeds Act 2015
Grant or Contract Numbers: N/A