Diverse Approaches to Parent Advocacy During Special Education Home—School Interactions

2008 ◽  
Vol 31 (1) ◽  
pp. 34-47 ◽  
Author(s):  
Audrey A. Trainor
Keyword(s):  
Special Education ◽  
Home School ◽  
Parent Advocacy

A Home-School Communication System for Special Education

The Pointer ◽  
1986 ◽  
Vol 30 (4) ◽  
pp. 4-7 ◽  
Author(s):  
David W. Test ◽  
Nancy L. Cooke ◽  
Adele B. Weiss ◽  
William L. Heward ◽  
Timothy E. Heron
Keyword(s):  
Special Education ◽  
Communication System ◽  
Home School ◽  
School Communication

scholarly journals The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child

2017 ◽  
Vol 6 (4) ◽  
pp. 372 ◽  
Author(s):  
Gul Kahveci ◽  
Aysegul Ataman
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Problem Behaviors ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Home School ◽  
Behavioral Consultation ◽  
Conjoint Behavioral Consultation ◽  
School Teachers ◽  
Validity Indices

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child’s individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.

Perceptions of Communication Practices Among Stakeholders in Special Education

2017 ◽  
Vol 26 (4) ◽  
pp. 209-224 ◽  
Author(s):  
Adrienne D. Woods ◽  
Frederick J. Morrison ◽  
Annemarie S. Palincsar
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
Home School ◽  
Elementary Level ◽  
Multiple Stakeholders ◽  
Grade Levels ◽  
Semistructured Interviews ◽  
Patterns Of Communication ◽  
Communication Practices ◽  
Successful Education

Especially important to the successful education of children with disabilities are stakeholder (parents and educators) perceptions of home–school relationships across grade levels and diagnoses. However, research on these communication patterns often excludes the perspectives of multiple stakeholders and downplays differences across disabilities. The present study investigated perceived patterns of communication among special education stakeholders through 17 qualitative, semistructured interviews. Notable results indicate that educators at younger grades are more proactive with home contact; parents who have more frequent communication with schools tend to be more satisfied with schools, but their children may also have more common or noncomorbid disabilities; most stakeholders rely on elementary-level educators to identify students with exceptionalities; and administrators are still challenged by perceptions that general and special education are two separate systems. These results are framed by disability type and comorbidity, and substantively add to the conversation regarding how to improve home–school relationships regardless of disability.

Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum

2018 ◽  
Vol 42 (4) ◽  
pp. 283-296 ◽  
Author(s):  
Natasha M. Strassfeld
Keyword(s):  
Special Education ◽  
Parent Involvement ◽  
Conflict Resolution ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Home School ◽  
Special Education Teacher ◽  
Teacher Preparation Program ◽  
Education Teacher ◽  
School Collaboration

More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.

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.

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