‘It should be teamwork’: a critical investigation of school practices and parent advocacy in special education

2013 ◽  
Vol 17 (7) ◽  
pp. 682-699 ◽  
Author(s):  
Jessica K. Bacon ◽  
Julie Causton-Theoharis
Keyword(s):  
Special Education ◽  
Parent Advocacy ◽  
School Practices ◽  
Critical Investigation

scholarly journals Leadership, Inclusion, and Quality Education for All

2018 ◽  
Vol 42 (01) ◽  
pp. 49-64 ◽  
Author(s):  
Susan Carter ◽  
Lindy-Anne Abawi
Keyword(s):  
Special Education ◽  
School Leadership ◽  
Local Community ◽  
Shared Vision ◽  
School Principal ◽  
Quality Education ◽  
Inclusive Practices ◽  
School Practices ◽  
Inclusive School ◽  
Multicultural School

The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.

scholarly journals Standing out and Sorting in: Exploring the Role of Racial Composition in Racial Disparities in Special Education

2019 ◽  
Author(s):  
Rachel Fish
Keyword(s):  
Special Education ◽  
Native American ◽  
White Students ◽  
Students Of Color ◽  
Language Impairment ◽  
School Level ◽  
Racial Composition ◽  
Racial Inequalities ◽  
School Practices ◽  
Native American Students

Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intellectual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students’ risk of higher status disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.

Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132199856
Author(s):  
Paul Luelmo ◽  
Connie Kasari ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Low Income ◽  
Low Cost ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Advocacy ◽  
Low Intensity ◽  
Racial Ethnic

This study reports on a randomized controlled pilot intervention study examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy intervention. The intervention study employed community-partnered research methods and targeted a low-income community of mostly Latinx, immigrant-origin parents of children with autism spectrum disorder. The study was designed to test a parent-to-parent advocacy mentorship program in order to increase parent’s special education advocacy knowledge and empowerment. The educational intervention was delivered in Spanish to Spanish-speaking parents. Results indicated significantly increased in parent’s knowledge in the immediate intervention group, but this knowledge did not lead to greater sense of parent’s empowerment. Increases in knowledge about special education rights of their children are the first step toward advocating for services for their children. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. Lay abstract Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy.

scholarly journals Standing Out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education

2019 ◽  
Vol 56 (6) ◽  
pp. 2573-2608 ◽  
Author(s):  
Rachel Elizabeth Fish
Keyword(s):  
Special Education ◽  
Native American ◽  
White Students ◽  
Students Of Color ◽  
Language Impairment ◽  
School Level ◽  
Racial Composition ◽  
Racial Inequalities ◽  
School Practices ◽  
Native American Students

Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intellectual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students’ risk of higher-status disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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