Tag: Descriptive Research about Advocacy
Research Summary
Title: Advocacy for children with social-communication needs: Perspectives from parents and school professionals
Purpose: Although parents of children with disabilities are often known as advocates for their children, little is known about the perceptions of school professionals toward advocacy. In this study, we explored parent and school perceptions of parent advocacy.
Method: In this study, we conducted focus groups with 47 parents of children with disabilities and school professionals. Specifically, focus groups were conducted in urban, suburban, and rural parts of the state. There were 28 parents of children with disabilities and 19 professionals (i.e., special education teachers and speech-language pathologists).
Findings:
- Both parents and school professionals reported that parents advocated by: bringing in supports and materials; making requests; communicating; and sharing knowledge.
- Parents and professionals reported that parents with greater knowledge about their child and their rights were more likely to advocate.
- Parents and professionals reported that when there was positive and frequent parent-school communication, parents advocated less frequently.
- Parents and professionals both reported that advocacy may result in the child receiving needed services. However, these changes may be delayed.
- Parents reported that advocacy may result in negative or no effect.
- Professionals reported that the effect of advocacy relates to feasibility; also, professionals reported that parent advocacy does not influence their perspective toward the student.
- Professionals reported that advocacy may facilitate compliance with special education law.
- Parents and professionals reported positive perceptions toward advocacy.
For more information, see:
Burke, M.M., Meadan-Kaplansky, H., Patton, K.A., Pearson, J.N., Cummings, K.P., & Lee,
C. (2018). Advocacy for children with social-communication needs: Perspectives from parents and school professionals. Journal of Special Education, 51, 191-200. doi/10.1177/0022466917716898