The Nature, Correlates, and Conditions of Parental Advocacy in Special Education

Meghan Maureen Burke, Robert M. Hodapp

Research output: Contribution to journalArticle

Abstract

ABSTRACT: Although parents often advocate for the best educational services for their children with disabilities, few studies examine parents’ advocacy activities; identify parent-school relationship, parent, and student correlates of advocacy; or describe the conditions of advocacy. Responding to a national, web-based survey, 1087 parents of students with disabilities completed a 163-item questionnaire. A seven-item Special Education Rights and Advocacy Scale converged on a single factor. Higher levels of advocacy were found among parents who enacted their procedural safeguards, reported less satisfactory partnerships with schools, and were less satisfied with educational services. Parents engaging in the highest levels of advocacy described negative experiences, with schools refusing services, acting disingenuously, lacking trained personnel, and communicating poorly. Conversely (and with some exceptions), parents engaging in lesser amounts of advocacy reported positive experiences, were satisfied, and felt that their IEP teams were collaborative. High levels of parental advocacy may be a reaction to poor relationships with and behaviors by the school. Implications for researchers and practitioners are discussed.

Original languageEnglish (US)
Pages (from-to)137-150
Number of pages14
JournalExceptionality
Volume24
Issue number3
DOIs
StatePublished - Jul 2 2016

Fingerprint

Special Education
special education
parents
Parents
school
Students
Disabled Children
disability studies
Research Personnel
personnel
experience
student
disability
questionnaire

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The Nature, Correlates, and Conditions of Parental Advocacy in Special Education. / Burke, Meghan Maureen; Hodapp, Robert M.

In: Exceptionality, Vol. 24, No. 3, 02.07.2016, p. 137-150.

Research output: Contribution to journalArticle

@article{546e0954a2744854b6c8f0f2cd636dde,
title = "The Nature, Correlates, and Conditions of Parental Advocacy in Special Education",
abstract = "ABSTRACT: Although parents often advocate for the best educational services for their children with disabilities, few studies examine parents’ advocacy activities; identify parent-school relationship, parent, and student correlates of advocacy; or describe the conditions of advocacy. Responding to a national, web-based survey, 1087 parents of students with disabilities completed a 163-item questionnaire. A seven-item Special Education Rights and Advocacy Scale converged on a single factor. Higher levels of advocacy were found among parents who enacted their procedural safeguards, reported less satisfactory partnerships with schools, and were less satisfied with educational services. Parents engaging in the highest levels of advocacy described negative experiences, with schools refusing services, acting disingenuously, lacking trained personnel, and communicating poorly. Conversely (and with some exceptions), parents engaging in lesser amounts of advocacy reported positive experiences, were satisfied, and felt that their IEP teams were collaborative. High levels of parental advocacy may be a reaction to poor relationships with and behaviors by the school. Implications for researchers and practitioners are discussed.",
author = "Burke, {Meghan Maureen} and Hodapp, {Robert M.}",
year = "2016",
month = "7",
day = "2",
doi = "10.1080/09362835.2015.1064412",
language = "English (US)",
volume = "24",
pages = "137--150",
journal = "Exceptionality",
issn = "0936-2835",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - The Nature, Correlates, and Conditions of Parental Advocacy in Special Education

AU - Burke, Meghan Maureen

AU - Hodapp, Robert M.

PY - 2016/7/2

Y1 - 2016/7/2

N2 - ABSTRACT: Although parents often advocate for the best educational services for their children with disabilities, few studies examine parents’ advocacy activities; identify parent-school relationship, parent, and student correlates of advocacy; or describe the conditions of advocacy. Responding to a national, web-based survey, 1087 parents of students with disabilities completed a 163-item questionnaire. A seven-item Special Education Rights and Advocacy Scale converged on a single factor. Higher levels of advocacy were found among parents who enacted their procedural safeguards, reported less satisfactory partnerships with schools, and were less satisfied with educational services. Parents engaging in the highest levels of advocacy described negative experiences, with schools refusing services, acting disingenuously, lacking trained personnel, and communicating poorly. Conversely (and with some exceptions), parents engaging in lesser amounts of advocacy reported positive experiences, were satisfied, and felt that their IEP teams were collaborative. High levels of parental advocacy may be a reaction to poor relationships with and behaviors by the school. Implications for researchers and practitioners are discussed.

AB - ABSTRACT: Although parents often advocate for the best educational services for their children with disabilities, few studies examine parents’ advocacy activities; identify parent-school relationship, parent, and student correlates of advocacy; or describe the conditions of advocacy. Responding to a national, web-based survey, 1087 parents of students with disabilities completed a 163-item questionnaire. A seven-item Special Education Rights and Advocacy Scale converged on a single factor. Higher levels of advocacy were found among parents who enacted their procedural safeguards, reported less satisfactory partnerships with schools, and were less satisfied with educational services. Parents engaging in the highest levels of advocacy described negative experiences, with schools refusing services, acting disingenuously, lacking trained personnel, and communicating poorly. Conversely (and with some exceptions), parents engaging in lesser amounts of advocacy reported positive experiences, were satisfied, and felt that their IEP teams were collaborative. High levels of parental advocacy may be a reaction to poor relationships with and behaviors by the school. Implications for researchers and practitioners are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84961393514&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84961393514&partnerID=8YFLogxK

U2 - 10.1080/09362835.2015.1064412

DO - 10.1080/09362835.2015.1064412

M3 - Article

AN - SCOPUS:84961393514

VL - 24

SP - 137

EP - 150

JO - Exceptionality

JF - Exceptionality

SN - 0936-2835

IS - 3

ER -