Introduction to Special Series: Parent Voice in Educational Decision Making for Students With Learning Disabilities

Cavendish, Wendy; Connor, David J.

doi:10.1177/0731948717692308

Cited by 8 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From a Disability Studies angle, we plead for thinking beyond binaries in terms of abled/disabled. We consider many more threads running through and affecting a family, including the thread of the disability label potentially creating openings within a family (Connor & Berman, 2019;Cavendish & Connor, 2017;De Schauwer & Davies, 2015;De Schauwer et al, 2021;Ferguson & Ferguson, 1993;Murray, 2000, Ryan & Runswick-Cole, 2008, Van Hove et al, 2009. This also connects with Goodley's approach of describing families with a member labelled as disability as rhizomatic, viewing them not as definitive subjects but as people who defy categorization challenge boundaries, and are always becoming (Goodley, 2007).…”

Section: Disability and Familiesmentioning

confidence: 98%

Re-touche

Vandecasteele

Schauwer

Blockmans

et al. 2021

Art/Research International

View full text Add to dashboard Cite

Creativity and affect in families with a family member, who is labelled as disabled, is central in this article. These families are often pinned down to individual, closed categories where everything revolves around the label “disability.” Our research goes beyond binary thinking in terms of abled/disabled and other linear explanations by using artistic processes as ethnography. We start from encounters between two people who both created something about their “non-ordinary” brothers. One (first author) made a shortfilm/documentary about her own family, the other (research participant) wrote a TV series about a man who takes care of his brother after their mother’s death, which was not autobiographical yet inspired by his own experiences. The first author distilled etchings from their encounters, which piece together different layers: the scenarist’s biographical story, the story of creating the series, the series’ script and the first author’s thoughts and readings. The concept of re-touche—of touching and being touched, and in this way returning to family fissures and creating something new from them—runs through this art-based project.

show abstract

Section: Disability and Familiesmentioning

confidence: 98%

Re-touche

Vandecasteele

Schauwer

Blockmans

et al. 2021

Art/Research International

View full text Add to dashboard Cite

show abstract

“…A number of factors can influence team decision-making during the MD process. First, educators sometimes engage in behaviors that minimize parent involvement, such as using jargon/acronyms and exhibiting power-over-parent behaviors during meetings (Cavendish & Connor, 2018; Elbaum et al, 2016; Mueller et al, 2019; Zeitlin & Curcic, 2014). Second, biases from each member of the team can directly impair the collaborative process, leading team members to withhold pertinent information (Esquivel et al, 2008).…”

Section: Manifestation Determination Explainedmentioning

confidence: 99%

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

Trapp

Gershwin

Robinson

2021

Intervention in School and Clinic

View full text Add to dashboard Cite

The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student’s disability is related to the suspending behavior. An accurate decision requires educational team members to effectively collaborate to review relevant data and the student’s individualized education program. Collaborative and proactive solutions (CPS) offer a framework for collaboration that may ensure that all team members meaningfully participate during the MD meeting while encouraging a rigorous analysis of student-specific data. The use of CPS is proposed as a framework to generate meaningful collaboration in MD meetings, which may result in positive student outcomes that reach beyond merely addressing a behavioral violation.

show abstract

“…My work is influenced by the example of scholars of Disability Studies (DS) and Disability Studies in Education (DSE) who write about counternarratives of disability (Goodley andFisher, 2007, Ware, 2002;Valle, 2011, Gable, 2009, and Kittay, 1999. I also draw from the work of scholars who write about parent advocacy as influenced by culture, identity, and privilege (see Harry, 2008;Ong-Dean, 2009;Cavendish and Connor, 2018). I center the experience of mothers because I understand their role in advocating for young children with disabilities when those children are too young to advocate for themselves.…”

Section: Perspective(s) or Theoretical Frameworkmentioning

confidence: 99%

Binders, Books, and "Due Process": An Analysis of Mothers' Narratives About Preparing for Individualized Education Program Meetings

Vaughan¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

Utilizing narratives collected in a larger qualitative study about mothers of children with dis/abilities, I analyze three particular instances in which mothers discuss the ways in which they prepare for IEP meetings. Utilizing a Disabilities Studies perspective, I found that in each of the moments analyzed, the mothers understood the IEP process to be adversarial and strategically brought objects or planned to use phrases to disrupt power relations and/or influence the decisions of those in power. Yet, some of the mothers had critiques of the system and understood that the act of having to disrupt power revealed inequity in the process. This research is important because it problematizes the IEP process and special education practices in schools.

show abstract

Introduction to Special Series: Parent Voice in Educational Decision Making for Students With Learning Disabilities

Cited by 8 publications

References 9 publications

Re-touche

Re-touche

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

Binders, Books, and "Due Process": An Analysis of Mothers' Narratives About Preparing for Individualized Education Program Meetings

Contact Info

Product

Resources

About