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ERIC Number: EJ1174923
Record Type: Journal
Publication Date: 2018-May
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
Sharing Power with Parents: Improving Educational Decision Making for Students with Learning Disabilities
Connor, David J.; Cavendish, Wendy
Learning Disability Quarterly, v41 n2 p79-84 May 2018
In this closing commentary to the special edition of "Learning Disability Quarterly" ("LDQ") on parent voice in educational decision making for students with learning disabilities, we briefly survey main topics from each article, illuminating important findings from the authors, along with several questions they raise, and identify themes that reverberate throughout them as a collection. Subsequently, we offer suggestions to improve parental involvement in the decision-making process, in particular, the negotiation of Individualized Education Programs. In doing so, we emphasize the onus placed upon school professionals to better understand parental positionalities and needs, be culturally cognizant and competent in interactions, with the specific purpose of consciously addressing power differentials that have historically inhibited authentic parent-professional relationships. Finally, we end with a short note on the research methodologies used in this special edition.
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 - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A