Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies

Alper, Sandra; Schloss, Patrick J.; Schloss, Cynthia N.

doi:10.1177/001440299606200307

Cited by 24 publications

(15 citation statements)

References 2 publications

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“…For example, students may be placed in programs simply because they are available rather than because the programs meet their individual needs,-or they may be placed in a more restrictive setting than is appropriate. Additionally, as students progress through the educational system, principals must be aware of future options to facilitate transition planning (e.g., vocational training or external agency support; Alper, Schloss, & Schloss, 1996).…”

Section: Referral-to-placement Proceduresmentioning

confidence: 99%

“…The principal must ensure that parents have been instructed in their rights, including what input they may provide, when permission is required for an action to occur, and how to resolve disputes according to due process procedures. Successful communication is the key to involving parents in the planning and sustaining of effective programs for students with special needs (Alper et al, 1996).…”

Section: Parental Involvementmentioning

confidence: 99%

See 1 more Smart Citation

Preparing Principals for Leadership in Special Education

Goor

Schwenn

Boyer

1997

Intervention in School and Clinic

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Section: Referral-to-placement Proceduresmentioning

confidence: 99%

Section: Parental Involvementmentioning

confidence: 99%

Preparing Principals for Leadership in Special Education

Goor

Schwenn

Boyer

1997

Intervention in School and Clinic

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“…When children enter school, parents seek educational assessments and appropriate learning placements in the least restrictive environments. As children transition to secondary school, the focus of advocacy often shifts to community integration and preparation for adulthood, which may include supported or independent employment and living (Alper, Schloss & Schloss, 1995).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Advocacy by Parents of Young Children With Special Needs: Activities, Processes, and Perceived Effectiveness

Wright¹,

Taylor²

2014

Journal of Social Service Research

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This article examines parental advocacy for young children with disabilities using a subset of data drawn from a larger exploratory and descriptive study on parental advocacy for children with disabilities from birth to age 18 with a sample of 400 participants. Because this article focuses on parents of children from birth to age 6, only parents (n = 76) meeting this criterion were selected. Data were collected through an online survey, with a snowball sample generated through e-mail lists and social media groups. The survey included questions on demographics, types of advocacy settings, perceived effectiveness of advocacy efforts, and an example of a successful advocacy effort. Parental advocacy was most common in schools, medical clinics, social services, and social media and involved processes such as educating oneself about the child's condition and rights for services, educating others including professionals, and making persistent efforts. These findings suggest advocacy on behalf of children with disabilities starts early and is important from birth to age 6. Policy and social work practice should help parents with support, knowledge, and skills to be effective advocates for their children. Future research is recommended to explore the relationships between advocacy, empowerment, coping, and resilience in parents of children with special needs.

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“…In helping students understand and manage their own ways of learning, special educators need to encourage students to learn about self-advocacy (McCarthy, 2007). Teaching self-advocacy skills at a young age will eventually lead to students automatically advocating for what works best for them to be academically successful and also reduces the need for parental assistance (Alper, Schloss, & Schloss, 1995). In addition, students who become self-advocates tend to have better post-school outcomes (Test, Fowler, Wood, Brewer, & Eddy, 2005).…”

Section: Purpose Of the Projectmentioning

confidence: 99%

Understanding and Advocating for IEP Accommodations

Painter¹

2015

JMER

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An Individual Education Plan (IEP) guides the delivery of special education supports and services, but some students with disabilities are uncomfortable talking with their teachers about the accommodations, or they do not advocate for themselves when asking for those accommodations to take place in the classroom or during testing situations. This paper discusses how a first year middle school special education teacher in Virginia completed a project for her masters degree by working with parents and their students to understand how and why providing struggling learners with accommodations within the instructional setting can contribute to academic success. The project also evolved into a yearlong study that taught the special education teacher how peer influence can be a positive factor in helping reluctant learners develop self-advocacy skills, and she learned the importance of developing professional collaborative partnerships that ensure proper supports are put into place so that struggling learners can be academically successful.

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Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies

Cited by 24 publications

References 2 publications

Preparing Principals for Leadership in Special Education

Preparing Principals for Leadership in Special Education

Advocacy by Parents of Young Children With Special Needs: Activities, Processes, and Perceived Effectiveness

Understanding and Advocating for IEP Accommodations

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