Putting Inclusion into Practice: Perspectives of Teachers and Parents

Bennett, Tess; DeLuca, Deborah A.; Bruns, Deborah A.

doi:10.1177/001440299706400108

Cited by 126 publications

(98 citation statements)

References 19 publications

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“…Over the last decade, inclusive models have been implemented in schools across the country based on the idea that children with and without special needs benefit from increased opportunities for interaction and that combined general and special education classrooms can better serve students and increase their educational opportunities (Ferguson, Kozleski, & Smith, 2003). Indeed, research suggests that students with special education needs placed in general education classrooms demonstrate higher levels of social interaction with non-disabled peers, receive more social support than their non-included peers (Fryxell & Kennedy, 1995) and show improved communication skills and social Parental Voice 9 competence (Bennett, DeLuca, & Bruns, 1997). Peltier (1997) concluded that inclusive education promotes all students' social growth and does not negatively impact the academic growth of students without disabilities.…”

Section: Inclusive School Systemsmentioning

confidence: 99%

Until somebody hears me: parent voice and advocacy in special educational decision making

Hess¹,

Molina²,

Kozleski³

2006

British Journal of Special Education

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When a family finds out their child has a disability, they enter the world of special education which has its own terminology, rules, settings, and personnel. In addition to grappling with the meaning of their child's special needs, families are also thrown into the role of principle advocate for their child. This research study presents the findings from focus groups conducted with 27 diverse families on their efforts to obtain the best educational outcomes for their children. In this article, Robyn Hess, Elizabeth Kozleski, and Amy Molina bring their collective experiences as a school psychologist, special education teacher, and bilingual counselor, to bear on this topic and frame the issue from a systemic perspective. They argue that engaging in conversation with diverse families around their needs as well as assisting them in their efforts to advocate for their child is the first step in creating more equal partnerships between diverse parents of children with special needs and educational professionals. Parental Voice 3Politicians, educators, researchers, policy analysts, and the media have all scrutinized the value of special education. In the United States, the passage of IDEIA 2004 (Individuals with Disabilities Education Improvement Act of , H.R. 1350 , 108th Cong., 2004, required special education to demonstrate the same accountability as that of the broader educational enterprise. Accordingly, students with disabilities are now required to demonstrate their knowledge and skills on standards-based assessments thereby ensuring that schools are held accountable for the academic progress for students with and without disabilities. By increasing accountability standards, this legislation attempts to guarantee that schools provide students with disabilities opportunities to learn within the general education curriculum. While special educators have long advocated for greater inclusion of students with disabilities, many school systems still provide separate classrooms, if not schools, to educate these students.While on one hand, those who advocate for separate educational settings would argue that these systems allow schools to meet the special needs of children, to protect them and effectively educate all students (Barton, 2004), others would contend that these structures create barriers (Oliver, 1996) and encourage negative labels and stereotypes (Barnes, 1991 cited in Barton, 2004. Given that individuals with disabilities experience higher rates of unemployment and underemployment, higher dropout rates and more restricted community participation relative to others without disabilities (Browning, Dunn, Rabren, & Whetstone, 1995; National Center for Education Statistics, 2000); one might question the efficacy of current practices in preparing individuals for post-schooling outcomes. Of further concern, is the long history of special education in serving a disproportionate number of students of color (Donovan & Cross, 2002; Losen & Orfield, 2002). Given these shortcomings, the educational fi...

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Section: Inclusive School Systemsmentioning

confidence: 99%

Until somebody hears me: parent voice and advocacy in special educational decision making

Hess¹,

Molina²,

Kozleski³

2006

British Journal of Special Education

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“…Bennett and colleagues (1997) note that "parents are often dismayed at having to be such strong self-advocates to professionals" (p. 126). Parents can find that the role of advocate puts them in an uncomfortable adversarial relationship with professionals (Bennett, Deluca & Bruns, 1997;Trainor, 2010). Fear of being labeled as 'trouble' or being in the spotlight may hold some parents back from advocacy (Resch et al, 2010).…”

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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“…U našem istraživanju vaspitači, između ostalih, navode i ovakve probleme u saradnji sa roditeljima koji su posledica preopterećenosti vaspitača brojem dece u grupi. Ovakva iskustva naših vaspitača svakako treba uzeti u obzir pri osmišljavanju planova za unapređivanje inkluzivne prakse u našim vrtićima, naročito imajući na umu nalaze stranih istraživanja prema kojima je uspešna saradnja i timski rad vaspitača i roditelja jedan od ključnih faktora uspešnosti u radu sa decom sa posebnim potrebama (Bennett et al, 1997;Jewett et al, 1998).…”

Section: Diskusijaunclassified

Nursery school teachers' attitude on the implementation and benefits of inclusion

Stančić¹,

Stanisavljević-Petrović²

2013

Spec eduk i rehabilitacija

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Kako bi ideja inkluzije zaista zaživela u vrtićima, uz sve blagodeti koje nosi, neophodno je osigurati brojne uslove. Cilj istraživanja bio je da se ispita mišljenje vaspitača o svrsi i načinu ostvarivanja in1 E-mail: mstancic@f.bg.ac.rs 2 Rad je proistekao iz projekata "Modeli procenjivanja i strategije unapređi-vanja kvaliteta obrazovanja u Srbiji" i "Tradicija, modernizacija i nacionalni identitet u Srbiji i na Balkanu u procesu evropskih integracija" (br. 179060 i 179074), koje finansira Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije.

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Putting Inclusion into Practice: Perspectives of Teachers and Parents

Cited by 126 publications

References 19 publications

Until somebody hears me: parent voice and advocacy in special educational decision making

Until somebody hears me: parent voice and advocacy in special educational decision making

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

Nursery school teachers' attitude on the implementation and benefits of inclusion

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