Understanding perceptions of advocacy according to advocates and families

research summary

Purpose: Little is known about how special education advocates support families of individuals with disabilities. In this study, we explored the special education advocacy process. Specifically, we examined the: steps in the advocacy process; the school’s reaction to special education advocacy; and the effects of advocacy.

Method: Interviews were conducted with nine parent-advocate dyads. All parents had children with disabilities. All advocates were also parents of children with disabilities and supported other families in advocacy.

Findings:

  • Special education advocates and families agreed on the steps in the advocacy process
  • The advocacy process included:   
  1. The family needing an advocate
  2. The advocate meeting with the family (e.g., talking to families over the phone, having in-person meetings, answering the family’s questions)
  3. The advocate empathizes with the family (e.g., the advocate shares their own experience with advocacy, the advocate supports the family)
  4. The advocate empowers the family (e.g. the advocate encourages the family to voice their opinions, the advocate increases the parent’s communication with the school, the advocate encourages the family to document happenings with the school)
  5. The advocate prepares the family for IEP meetings (e.g. the advocate addresses the family’s concerns about the IEP, the advocate attends IEP meetings)
  6. The advocate educates the family (e.g. the advocate explains service delivery systems, the advocate shares information about parent rights and parent trainings)
  7. The advocate provides ongoing supports to the family
  • The school had multiple responses to advocacy including:
  1. Positive reception
  2. Surprised
  3. Confrontational
  • Results of advocacy
  1. Increased appropriate services for the child
  2. Improved school experience for the child
  3. Improved student progress
  4. Improved parent experience (e.g., better family-school partnerships, improved family quality of life, more frequent communication with the school)

For more information, see: Burke, M.M., Rios, K., & Lee, C. (in press). Exploring the special education advocacy process according to families and advocates. Journal of Special Education.