Parent Advocacy Across the LifeSpan

Burke, Meghan; Patton, Kimberly A.; Lee, C.

doi:10.1016/bs.irrdd.2016.07.001

Cited by 17 publications

(5 citation statements)

References 70 publications

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“…The participants relied on their experiences working with families or connections with school professionals to navigate the system instead of formal education. Burke, Patton, and Lee (2016) highlighted families’ need to have SPED knowledge so their children receive services that are appropriate. Some in SPED report similar findings related to non-SPED professionals’ limited knowledge of SPED impacting their confidence and abilities to assist children with disabilities and their families (e.g., Corr et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…While outcomes of parental involvement and advocacy in schools are known (Burke, Patton, & Lee, 2016; Fenton et al, 2017; Kalyanpur et al, 2000), refugee families of children with disabilities face barriers engaging with schools and learning about their rights (Hurley et al, 2014; Rah et al, 2009; Trainor, 2010). Many U.S.-born parents grapple with being involved in their children’s education and often have limited understanding of special education (SPED) services (Burke, Patton, & Lee, 2016). Thus, it is not surprising that refugee families also have difficulty interacting with the system.…”

mentioning

confidence: 99%

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Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Adams

Santos

2021

J Spec Educ

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Refugees have been resettling in the United States for decades, but there has been little attention in the special education literature to this population. The existing literature notes numerous systemic barriers refugee families and professionals encounter but has not investigated the roles of professionals in refugee resettlement agencies in supporting families who have children with disabilities. In this study, we used semi-structured interviews to explore resettlement education case managers’ (ECMs) roles and experiences assisting refugee families to access special education. Our findings revealed that ECMs provided intensive support to newly resettled families by educating them on the special education process, connecting them with supports, and sharing information about disability characteristics. Implications for research and practice are also provided.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Adams

Santos

2021

J Spec Educ

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“…Specifically, due to the long-term research programs of Marsha Seltzer (now Mailick) (e.g., Esbensen, Seltzer, & Krauss, 2012) and Tamar Heller (e.g., Heller, 2019), persons with ID and their families began receiving sustained research attention during the adult years. The interactions of families with both child and adult service systems also received attention (Burke, Patton, & Lee, 2016). Joined with advances in hierarchical linear modeling and in understanding moderators and mediators, developmentally based studies of persons with ID increasingly examine the interactional, transactional, and ecological models first proposed by Bell, (1968), Sameroff & Chandler (1975), and Bronfenbrenner.…”

Section: Studies Of Personality-motivational Constructsmentioning

confidence: 99%

Ed Zigler's developmental approach to intellectual disabilities: Past, present, and future contributions

Hodapp

2021

Dev Psychopathol

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Comprising two parts, Ed Zigler's developmental approach has greatly influenced how one conceptualizes children with intellectual disabilities (ID). In part one, Zigler championed a “two-group approach” concerning the cause of children's ID. He distinguished persons with a clear, organic cause of their ID from those displaying no clear cause. Members of this “organic” group often displayed IQs below 50 and co-occurring physical–medical conditions. The second, “cultural–familial” group, mostly showed IQs of 50–70, did not possess co-occurring physical or health problems, and often came from families of lower IQs and lower socioeconomic status. While the presence of these two groups has been supported, recent advances have also further differentiated the organic group, mostly in relation to behavioral phenotypes of persons with several genetic etiologies. In part two, Zigler championed the child with ID as a “whole person.” Originally focused on the child's reactions to social deprivation and failure, recent studies directly examine parent–child, within-family, and wider system interactions throughout the life span. For decades a force within the ID field, Zigler's developmental approach to children with ID continues to influence researchers, interventionists, and policymakers.

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“…Researchers believe possible reasons for the additional concerns may be the planning meeting decisions and eligibility determinations that may accompany the transition process for children with disabilities. Parents who have children with disabilities often feel the need to demonstrate strong advocacy during the transition to kindergarten (Burke et al, 2016 ) and teachers express concerns regarding this process (Welchons & McIntyre, 2015 ). General education teachers may have a desire to participate in the transition process but face barriers in doing so, and may lack an understanding of how to support diverse learners in their classrooms (Walker et al, 2012 ).…”

Section: The Need For Collaboration Throughout the Transition To Kindergartenmentioning

confidence: 99%

A Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process

Sands

Meadan

2021

Early Childhood Educ J

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The transition to kindergarten can be a memorable, yet stressful time for children and families. For children with disabilities and their caregivers, the transition to kindergarten can be especially difficult due to changes in environment, supports, and services that occur as part of the transition. The purpose of this article is to highlight specific practices and strategies that can enhance collaboration throughout the transition to kindergarten. Fictional vignettes are used to describe the perspectives of, and also the practices and strategies used by, members of an education team as they support a child with a disability and her caregiver. Readers are provided with examples of practices and planning tools that can be used to support children with disabilities throughout the transition to kindergarten process. High-intensity transition practices and strategies that can be used before, during, and after kindergarten transition are specifically highlighted. Additionally, the need for both preschool and kindergarten collaboration and support is emphasized. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-021-01246-6.

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Parent Advocacy Across the LifeSpan

Cited by 17 publications

References 70 publications

Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Ed Zigler's developmental approach to intellectual disabilities: Past, present, and future contributions

A Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process

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