Exploring the Special Education Advocacy Process According to Families and Advocates

Meghan Maureen Burke, Kristina Rios, Chung eun Lee

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)131-141
Number of pages11
JournalJournal of Special Education
Volume53
Issue number3
DOIs
StatePublished - Nov 1 2019

Fingerprint

Special Education
special education
parents
Parents
school
Disabled Children
research policy
research practice
dyad
disability
Interviews
interview
Research

Keywords

  • advocacy
  • parent
  • partnership
  • school

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

Exploring the Special Education Advocacy Process According to Families and Advocates. / Burke, Meghan Maureen; Rios, Kristina; Lee, Chung eun.

In: Journal of Special Education, Vol. 53, No. 3, 01.11.2019, p. 131-141.

Research output: Contribution to journalArticle

@article{22c141eadfde4fa1acab21ea0ff7088c,
title = "Exploring the Special Education Advocacy Process According to Families and Advocates",
abstract = "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.",
keywords = "advocacy, parent, partnership, school",
author = "Burke, {Meghan Maureen} and Kristina Rios and Lee, {Chung eun}",
year = "2019",
month = "11",
day = "1",
doi = "10.1177/0022466918810204",
language = "English (US)",
volume = "53",
pages = "131--141",
journal = "Journal of Special Education",
issn = "0022-4669",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - Exploring the Special Education Advocacy Process According to Families and Advocates

AU - Burke, Meghan Maureen

AU - Rios, Kristina

AU - Lee, Chung eun

PY - 2019/11/1

Y1 - 2019/11/1

N2 - 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.

AB - 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.

KW - advocacy

KW - parent

KW - partnership

KW - school

UR - http://www.scopus.com/inward/record.url?scp=85059013918&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85059013918&partnerID=8YFLogxK

U2 - 10.1177/0022466918810204

DO - 10.1177/0022466918810204

M3 - Article

AN - SCOPUS:85059013918

VL - 53

SP - 131

EP - 141

JO - Journal of Special Education

JF - Journal of Special Education

SN - 0022-4669

IS - 3

ER -