ERIC Number: EJ1230595
Record Type: Journal
Publication Date: 2019-Nov
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
Exploring the Special Education Advocacy Process According to Families and Advocates
Burke, Meghan M.; Rios, Kristina; Lee, Chung eun
Journal of Special Education, v53 n3 p131-141 Nov 2019
Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent-advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school's response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.
Descriptors: Advocacy, Children, Students with Disabilities, Parent Attitudes, Special Education, Outcomes of Education, Volunteers, Individualized Education Programs, Augmentative and Alternative Communication, Empowerment, Family School Relationship, Family Attitudes
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee; Illinois
Grant or Contract Numbers: N/A