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Parents' Participation in Special Education in the Context of Implicit Educational Ideologies and Socioeconomic Status.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lalvani, Priya |
| Copyright Year | 2012 |
| Abstract | This qualitative study situates parents' perceptions of their participation and role in special education planning in multiple contexts. Semi-structured interviews were conducted with 33 diverse parents of children with disabilities. The findings reveal the existence of special education discourses and practices that are entrenched in a deficit-based model and in implicit educational ideologies that sanction segregated education for many children with disabilities. Parents' perception of themselves as advocates was a key theme. Decisions about the placement of children with disabilities in inclusive classrooms appeared to be parent-driven. The findings shed light on the socioeconomic contexts in which family-professional partnerships and educational decision-making fern children with disabilities are embedded. Parents' engagement in seeking meaningful bodies that were instrumental in the forma education for their children with disabilities is don of federal legislation pertaining to stu not a new phenomenon in the landscape of dents with disabilities (Kirk, 1984; Winzer, special education in the USA. Indeed, in the 2009). historical struggle for educational rights for Today, parent participation in all aspects of children with disabilities, family advocacy and decision making for students receiving special grassroots family movements emerged as a education is not only acknowledged, but also driving force and provided impetus for sweep- mandated in educational laws. The Individu ing changes in educational laws pertaining to als with Disabilities Education Improvement this group of children (Gallagher, 1984; Win- Act of 2004 (IDEIA) validates the role of par zer, 2009). During the 1950 s and 1960 s par- ents and requires that schools make every ef ents banded together, establishing networks fort to maintain a collaborative relationship and organizations, the impact of which cannot with them throughout the IEP development be overstated. Parents organized to raise and implementation process. Given that the awareness in their local communities, lobbied legislation explicitly calls for parent involve for changes in legislation, brought litigation, ment in special education planning, it is im called for school boards to provide programs, perative to examine the ways in which families and created their own programs to educate perceive their experiences of this process, their children (Winzer, 2009). The national Moreover, if educational laws position parents groups that emerged during this time, such as M equal partners or as collaborators, it is rel the National Association for Retarded Citizens evant to ask questions about how families po |
| Starting Page | 474 |
| Ending Page | 486 |
| Page Count | 13 |
| File Format | PDF HTM / HTML |
| Volume Number | 47 |
| Alternate Webpage(s) | http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2011v47_journals/ETADD_47_4_474-486.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
