Parents' Experiences in Educational Decision Making for Children and Youth With Disabilities

Love, Hailey R.; Zagona, Alison L.; Kurth, Jennifer A.; Miller, Amanda L.

doi:10.1352/2326-6988-5.3.158

Cited by 22 publications

(13 citation statements)

References 31 publications

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“…Parents' satisfaction with the general education teacher was the only predictor of their ability to have input on educational placement. While others have noted the importance of general education teacher training (e.g., Love et al, 2017), our findings suggest that general education teachers may play a pivotal role when determining whether or not the student is placed in their classroom. While placement in general education varied by ASD severity, there was also a larger variance in placement among high-functioning students.…”

Section: Educational Placementcontrasting

confidence: 64%

Parent Perspectives of Their Involvement in IEP Development for Children With Autism

Kurth

Love

Pirtle

2019

Focus Autism Other Dev Disabl

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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.

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Section: Educational Placementcontrasting

confidence: 64%

Parent Perspectives of Their Involvement in IEP Development for Children With Autism

Kurth

Love

Pirtle

2019

Focus Autism Other Dev Disabl

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“…In addition, research should measure the culture of the school and the advocacy practices of the family, which could mediate the effect on family–school partnerships (Love et al . ).…”

Section: Discussionmentioning

confidence: 97%

“…respect, communication, commitment, trust, advocacy, equity and professional skills, Haines et al 2017) should be carefully measured in future studies to determine whether certain dimensions are most effected by advocacy training programmes. In addition, research should measure the culture of the school and the advocacy practices of the family, which could mediate the effect on family-school partnerships (Love et al 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, many parents struggle to advocate for their children because of systemic barriers. Such barriers include feelings of intimidation (Love et al 2017) and inaccessible (due to the college reading level) procedural safeguards (Dinnesen & Kroeger 2018). In response to the barriers to advocacy, special education advocacy trainings are becoming more common (Burke 2013).…”

Section: Introductionmentioning

confidence: 99%

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A pilot evaluation of an advocacy programme on knowledge, empowerment, family–school partnership and parent well‐being

Burke

Lee

Rios

2019

J intellect Disabil Res

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Background Internationally, it has been recognised that parents need to advocate for their children with disabilities to receive services. However, many parents find advocacy difficult because of systemic and logistical barriers. As such, parents of children with disabilities may seek a special education advocate to help them understand their child's rights and secure services. Yet little research has been conducted about programmes to develop special education advocates. Methods In this study, we conducted a comparison study to determine the association of an advocacy programme (i.e. the Volunteer Advocacy Project) on a primary outcome (i.e. special education knowledge) and other outcomes (i.e. family–school partnership, empowerment and parent well‐being). Specifically, in 2017, 34 participants, all mothers of children with disabilities, were recruited from disability organisations in the USA. Seventeen mothers participated in the intervention group (i.e. the advocacy training), while 17 mothers participated in the wait list control group. The Volunteer Advocacy Project is a 36 hr advocacy training for individuals to gain instrumental and affective knowledge to advocate for their own children with disabilities and for other families. All participants completed a pre‐survey and post‐survey; only intervention group participants completed a 6‐month follow‐up survey. Results Compared with 17 wait list control group participants, the 17 intervention group participants demonstrated improvements in special education knowledge, P = 0.002, η2 = 0.32, and self‐mastery, P = 0.04, η2 = 0.15, and decreases in the quality of family–school partnerships, P = 0.002, η2 = 0.32. At the follow‐up survey, intervention group participants demonstrated increases in empowerment, P = 0.04, η2 = 0.29, and special education knowledge, P = 0.02, η2 = 0.38. Conclusions Implications for research including the need for a randomised controlled trial are discussed; also, practitioners need to evaluate advocacy training programmes regarding their effectiveness.

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“…This exploratory study used traditional content analysis of IEPs to describe the nature of parent input in IEP development. Existing studies have used parent (e.g., Love et al, 2017) or teacher report (e.g., Haines et al, 2015) to uncover parent participation in IEP team meetings; the findings of these studies consistently demonstrate significant barriers to parent input and participation. The present study instead relied on IEP documents themselves for evidence of parent input; we consider three key findings from the study in detail next.…”

Section: Discussionmentioning

confidence: 99%

A Description of Parent Input in IEP Development Through Analysis IEP Documents

Kurth

McQueston

Ruppar

et al. 2019

Intellectual and Developmental Disabilities

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Parent input in Individualized Education Program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that while parents express a range of concerns and priorities, these are translated into goals or services only two-thirds of the time. We provide implications of these findings for research and practice.

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Parents' Experiences in Educational Decision Making for Children and Youth With Disabilities

Cited by 22 publications

References 31 publications

Parent Perspectives of Their Involvement in IEP Development for Children With Autism

Parent Perspectives of Their Involvement in IEP Development for Children With Autism

A pilot evaluation of an advocacy programme on knowledge, empowerment, family–school partnership and parent well‐being

A Description of Parent Input in IEP Development Through Analysis IEP Documents

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