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Parent Perceptions of the Advocacy Expectation in Special Education
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Rossetti, Zach; Burke, Meghan M.; Hughes, Oscar; Schraml-Block, Kristen; Rivera, Javier I.; Rios, Kristina; Aleman Tovar, Janeth; Lee, James D. – Exceptional Children, 2021
Although the Individuals With Disabilities Education Improvement Act (IDEA) mandates parent participation in their children's education programs, the implementation of IDEA results in parent effort beyond participation, specifically, an expectation of advocacy. To date, research on the advocacy expectation is mixed, with some parents perceiving…
Descriptors: Parent Attitudes, Advocacy, Expectation, Students with Disabilities
Comparing Special Education Experiences among Spanish- and English-Speaking Parents of Children with Disabilities
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Meghan M. Burke; Zach Rossetti; Janeth Aleman Tovar; Kristina Rios; James D. Lee; Kristen Schraml-Block; Javier I. Rivera – Online Submission, 2021
Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities…
Descriptors: Spanish Speaking, English, Barriers, Students with Disabilities
Comparing Special Education Experiences among Spanish- and English-Speaking Parents of Children with Disabilities
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Meghan M. Burke; Zach Rossetti; Janeth Aleman-Tovar; Kristina Rios; James Lee; Kristen Schraml-Block; Javier Rivera – Journal of Developmental and Physical Disabilities, 2021
Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities…
Descriptors: Spanish Speaking, English, Barriers, Students with Disabilities
Reaching out to Culturally and Linguistically Diverse Families: Strategies and Challenges Reported by Parent Training and Information Center Staff
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Rossetti, Zach; Burke, Meghan M. – Exceptionality, 2019
Within special education policy and practice, parents are expected to advocate for their children to receive appropriate special education and related services. However, the majority of parents report feeling disempowered to advocate; families from culturally and linguistically diverse (CLD) backgrounds may feel especially disempowered. Federally…
Descriptors: Parent Participation, Advocacy, Cultural Differences, Language Usage
Legislative Advocacy among Parents of Children with Disabilities
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Burke, Meghan M.; Rossetti, Zach; Rios, Kristina; Schraml-Block, Kristen; Lee, James D.; Aleman-Tovar, Janeth; Rivera, Javier – Journal of Special Education, 2020
In the past, parents of children with disabilities have spearheaded several policies for individuals with disabilities. However, little is known about their experiences with legislators. To address this gap, focus groups and surveys about legislative advocacy were conducted with 127 parents of individuals with disabilities across four states. The…
Descriptors: Parent Participation, Parent Attitudes, Advocacy, Barriers
Parent Leadership and Civic Engagement: Suggestions for the Next Individuals with Disabilities Education Act (IDEA) Reauthorization
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Rossetti, Zach; Burke, Meghan M.; Rios, Kristina; Rivera, Javier; Schraml, Kristen; Hughes, Oscar; Lee, James; Aleman Tovar, Janeth – Online Submission, 2020
Although parent involvement is a cornerstone of the Individuals with Disabilities Education Act (IDEA), few individual parents of children with disabilities participate in civic engagement to voice their suggestions for the next IDEA reauthorization. To address this gap, a civic engagement training was conducted with 95 parents of children with…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities