'It should be teamwork'

A critical investigation of school practices and parent advocacy in special education

Jessica Bacon, Julie Causton-Theoharis

Research output: Contribution to journalArticleResearchpeer-review

15 Citations (Scopus)

Abstract

The Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan (IEP) meetings, and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent-school relationship when parents are fighting for more inclusive placements for their children. This study uncovers the bureaucratic processes schools utilise, which do not allow for equitable parent participation in IEP processes including: medical and deficit discourse, professionalised discourse, policy interpretations, and meeting practices. We then describe strategies that parent-advocates use in order to obtain adequate services for their children including: networking, bringing an advocate, and education. We conclude with recommendations for schools and parents which promote enhanced parent-school collaboration throughout IEP planning, with an end goal towards improving educational opportunities for students with disabilities.

Original languageEnglish
Pages (from-to)682-699
Number of pages18
JournalInternational Journal of Inclusive Education
Volume17
Issue number7
DOIs
StatePublished - 1 Jul 2013

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teamwork
special education
parents
school
educational program
discourse
disability
participation in education
Education
Special Education
Team Work
Advocacy
educational opportunity
education system
networking
qualitative research
education
deficit
act
Discourse

Keywords

  • disability studies
  • inclusion
  • parent advocacy

Cite this

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'It should be teamwork' : A critical investigation of school practices and parent advocacy in special education. / Bacon, Jessica; Causton-Theoharis, Julie.

In: International Journal of Inclusive Education, Vol. 17, No. 7, 01.07.2013, p. 682-699.

Research output: Contribution to journalArticleResearchpeer-review

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