Research Summary 5
Title:Special education advocacy among culturally and linguistically diverse families
Purpose: Special education advocates are becoming increasingly common. Further, as students become more diverse, it is increasingly important to understand how advocates work with culturally and linguistically diverse families of individuals with disabilities. The
purpose of this study was to explore the special education advocacy process among culturally and linguistically diverse special education advocates.
Method: Interviews were conducted with 12 culturally and linguistically diverse special education advocates.
Findings:
- With respect to advocacy strategies, participants reported connecting with families. To do this, they had strong partnerships with community organizations. A barrier to connecting with families is that formal service delivery systems often failed to reach out to culturally and linguistically diverse families. Thus, advocates could only rely on community organizations.
- Participants reported working directly with families. To do this, they shared cultural, disability, and familial experiences with families. Barriers to working with families included: lack of access to formal resources and disempowerment — both barriers were due to systemic challenges.
- Participants reported working with schools. However, they encountered two barriers: deficit views toward culturally and linguistically diverse families and language.
For more information, see:
Burke, M.M., & Goldman, S.E. (2018). Special education advocacy among culturally and linguistically diverse families. Journal of Research in Special Educational Needs, 1, 3-14. doi: 10.1111/1471-3802.12413
Research Summary 7
Title: Sibling Advocacy: Perspectives about advocacy from siblings of individuals with
intellectual and developmental disabilities
Purpose: Most research focuses on advocacy among self-advocates and parents of individuals with disabilities. However, siblings may also advocate with their brothers and sisters with disabilities. Yet, little research has examined advocacy among siblings. The purpose of this study was to examine sibling advocacy.
Method: Four focus groups were conducted with 18 siblings of individuals with intellectual and developmental disabilities in one state.
Findings:
- Siblings defined advocacy as: case advocacy and cause advocacy.
- Case advocacy refers to providing support and giving a voice to individuals with disabilities.
- Cause advocacy refers to educating others and creating systemic change with individuals with disabilities.
- There were different advocacy methods with respect to case and cause advocacy.
- Case advocacy refers to being inclusive and securing services.
- Cause advocacy refers to collective advocacy, legislative advocacy, and educating others.
- Siblings had different reasons for advocacy with respect to case and cause advocacy.
- Reasons for case advocacy included love and obligation, role identity, and to receive services.
- Reasons for cause advocacy included paying it forward and educating the public.
For more information, see:
Burke, M.M., Arnold, C.K., & Owen, A. (2015). Sibling advocacy: Perspectives about
advocacy from siblings of individuals with intellectual and developmental disabilities.
Inclusion, 3, 162-175. DOI: 10.1352/2326-6988-3.3.162
Research Summary 9
Title: Examining the perspectives of Latino families of children with autism spectrum disorder towards advocacy
Purpose: Although students in the United States are becoming more diverse and
Latino families of children with disabilities face greater systemic barriers in partnering with the school, little research has examined advocacy among Latino families. The purpose of this study was to explore perceptions of advocacy among Latino families of children with autism spectrum disorder.
Method: Four focus groups were conducted with 46 Latino parents of children with autism
spectrum disorder about their perceptions toward advocacy.
Findings:
- Participants reported a variety of approaches to advocacy including: being assertive, engaging in school activities, communicating with school personnel, documenting school communication, and relying on special education knowledge and their faith.
- Participants reported several barriers to advocacy: poor school experiences; stress; and stigma and discrimination.
- Participants also reported facilitators to advocacy including: knowledge and resources about special education; frequent communication with the school; and greater peer support.
For more information, see:
Burke, M.M., Rios, K., Garcia, M., Sandman, L., Lopez, B. & Magaña, S.(in press): Examining the Perspectives of Latino Families of Children with Autism Spectrum Disorder Towards Advocacy, Exceptionality, DOI:10.1080/09362835.2018.1433041