Examining the Perspectives of Latino Families of Children with Autism Spectrum Disorder Towards Advocacy

Rapidly becoming the largest ethnic group of American students, compared to White students with disabilities, Latino students with disabilities receive less services and their parents are more likely to struggle to receive services. Yet, it is unclear how Latino families advocate for their children with disabilities including how cultural values facilitate their advocacy efforts. In this study, four focus groups were conducted with 46 Latino parents of children with autism spectrum disorder. Parents reported advocating by being assertive but not aggressive, being involved in school activities, communicating with the school and documenting the communication, and relying on knowledge and faith. Parents also reported facilitators (i.e., knowledge and resources, increased parent-school communication, and greater peer support) and barriers (i.e., poor school experiences, school related-stress, and stigma and discrimination) to advocacy. Implications for research, policy, and practice are discussed.     

The Nature,Correlates, and Conditions of Parental Advocacy in Special Education

Although parents often advocate for the best educational services for their children with disabilities, few studies examine parents’ advocacy activities; identify parent-school relationship, parent, and student correlates of advocacy; or describe the conditions of advocacy. Responding to a national, web-based survey, 1087 parents of students with disabilities completed a 163-item questionnaire. A seven-item Special Education Rights and Advocacy Scale converged on a single factor. Higher levels of advocacy were found among parents who enacted their procedural safeguards, reported less satisfactory partnerships with schools, and were less satisfied with educational services. Parents engaging in the highest levels of advocacy described negative experiences, with schools refusing services, acting disingenuously, lacking trained personnel, and communicating poorly. Conversely (and with some exceptions), parents engaging in lesser amounts of advocacy reported positive experiences, were satisfied, and felt that their IEP teams were collaborative. High levels of parental advocacy may be a reaction to poor relationships with and behaviors by the school. Implications for researchers and practitioners are discussed.     

La Transición: parent perspectives on transition for Latino youth with intellectual and developmental disabilities

The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged (14–22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research.     

Understanding parent advocacy during the transition to school of children with developmental disabilities: three Canadian cases

Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test’s conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents’ experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent’s perceptions of the child’s needs and is context specific. In these cases, advocacy during transition reflects the parent’s priorities for the child’s inclusion.     

Plotting Confucian and disability rights paradigms on the advocacy–activism continuum: experiences of Chinese parents of children with dyslexia in Hong Kong

This study represents an initial effort to understand the advocacy journey of Chinese parents of children with dyslexia in Hong Kong. Qualitative methods involving individual and group interviews were used to solicit detailed recount and perceptions of the experiences of 25 parents. Findings revealed a largely sequenced three-stage journey of parental advocacy: (1) parents’ emotional adjustment which involved self-blame and sorrow; (2) parents moving on to advocacy which comprised home-life adjustments, acquisition of knowledge about dyslexia, and seeking support through parent networks; and (3) parents advancing from advocacy to activism with increased knowledge about dyslexia and their conscious integration of Confucian and disability rights paradigms as strategies to interact and negotiate with authorities. This unique approach offers a conceptual framework for examining the interplay of dual or multiple cultural values affecting parent advocates’ actions. Their growth as advocates and activists affirmed the conceptualisation of the advocacy–activism continuum.     

Chinese‐American parents’ perspectives about using the Internet to access information for children with special needs

As the Internet contains large amounts of health‐ and education‐related information, it provides a potentially efficient and affordable format for directly reaching a large number of families with evidence‐based health‐ and education‐related information for their children with disabilities. Little is known, however, about Internet information‐seeking patterns for parents from culturally and linguistically diverse backgrounds. This study explored Chinese‐American parents’ perspectives about using the Internet to access health‐ and education‐related information for their children with disabilities. A survey was developed and conducted through a large community service centre in the western USA. Fifty‐two parents completed the survey; results suggest that challenges and barriers within the context of the Internet can limit parents from accessing meaningful and high‐quality information. Implications for research and practice are provided.     

Children with Disabilities and the Education System: the experiences of fifteen fathers

Fifteen fathers of children with disabilities living in urban and rural settings were interviewed about their experiences which included their interactions with teachers and other professionals in the school system. The fathers’ accounts revealed issues similar to those reported in studies in which mothers were the participants. Where early childhood centres and schools are rejecting of children with disabilities, and where resources are difficult to access, parents experience stress. Supportive professionals and educational settings, on the other hand, are experienced as contributing to child development and family well‐being.     

Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach.     

Parental perspectives and challenges in inclusive education in Singapore

Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion.     

Classroom-to-Home Connections: Young Children's Experiences With a Technology-Based Parent Involvement Tool

Research Findings: DVD classroom newsletters are one proposed technology tool to promote classroom-to-home connections. The present study explored the experiences of prekindergarten children from predominantly Spanish-speaking homes with bilingual (English and Spanish) DVD classroom newsletters. On average, parents reported that children watched each DVD nearly 3 times. Interviews with children and other sources, including parent logs, teacher logs, and a teacher focus group, also captured children's experiences. Findings indicate that children have overall positive experiences with watching DVD classroom newsletters at home. Practice or Policy: Overall the findings support the use of DVD newsletters in prekindergarten programs as a way to create an opportunity to empower children, strengthen their digital literacy, extend the learning environment, and provide opportunities for meaningful conversations in the classroom and home.     

Learning Disabilities in Guatemala and Spain: A Cross‐National Study of the Prevalence and Cognitive Processes Associated with Reading and Spelling Disabilities

The main purposes of this research were twofold. We examined the samenesses about learning disabilities (LD) in Guatemala and Spain, two countries with the same language but cultural, political, and educational differences, first analyzing data about the prevalence of reading and spelling disabilities in Guatemala City and the Spanish region of the Canary Islands. The focus of the second study was to determine whether there are cross‐national patterns of significant differences in cognitive processes associated with reading and spelling disabilities from a developmental approach in these two cultural contexts. We found some differences in the prevalence of specific LD in reading between both countries but we did not find significant differences between Guatemalan and Spanish reading‐disabled children in cognitive processes that are involved in reading and spelling acquisition in spite of the cultural and educational differences between the two countries.     

Building Bridges in Teacher Education: Creating Partnerships With Parents

This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.     

PARENT‐TEACHER COMMUNICATION ABOUT CHILDREN WITH AUTISM SPECTRUM DISORDER: AN EXAMINATION OF COLLABORATIVE PROBLEM‐SOLVING

Effective parent‐teacher communication involves problem‐solving concerns about students. Few studies have examined problem‐solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem‐solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent‐teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem‐solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem‐solving. Teachers displayed more problem‐solving behaviors than parents. Both groups reported engaging in more problem‐solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem‐solving.     

Parental Perspectives on Transition to Kindergarten Videos to Promote Family Involvement

Video is one way to promote, and help families understand, the transition to kindergarten. The present study explored the experiences of parents with transition-to-kindergarten videos. Four videos, in English and Spanish with accompanying information sheets in English and Spanish, targeted parents for transitioning to kindergarten. There were a total of 141 parents in the six classrooms that could have received the videos and information sheets. Findings indicate that the quality of the videos was rated positively and that parents had positive experiences viewing the videos. Parents reported that the videos provided general information about the transition to kindergarten, provided examples of activities they could do to help their child transition to kindergarten, and promoted parents’ understanding of child development. Findings are discussed in light of implications for researchers advancing technology tools and family involvement.     

Listening to Young People with Physical Disabilities' Experiences of Education

There is a general acceptance that inclusion is morally and ethically the most appropriate form of education. However, more research needs to focus on how best to accommodate and support the educational needs of all students, including those with physical disabilities. Listening to young people with physical disabilities talk about their educational experiences is one way to do this. The aim of this research was to investigate the life stories of a small number of young people with physical disabilities, in particular focusing on their educational experiences. Nine young people, between the ages of 10 and 13 years, who used a manual or powered wheelchair and had the cognitive ability to participate in a series of biographical interviews, were recruited. They collaborated in the writing of their life stories. One theme identified in the analysis of these life stories was their educational experiences. The results highlight that the participants held mixed views about their education. The four who attended a segregated special school were generally positive about their experiences. Participants who had attended a mainstream school talked about positive and negative experiences. Individual and differing perspectives on friendships and the ethos of their school were noted. It is suggested that young people with physical disabilities need to be considered as individuals and that if schools are to achieve the goal of inclusion they need to develop ways to accommodate each individual's needs.     

Wizards and witches: parent advocates and contention in special education in the USA

Drawing on interviews with parents of children with significant disabilities, as well as administrators and special education consultants, between the early 1990s and 2008 in a mid‐Atlantic US state, this paper examines the work of parental advocates as they translate special education policies to negotiate concessions for parents, bring issues into public debate, or attempt to incite other parents to activism. Advocates, we suggest, act as bridging agents in generating networks, connecting parents with others, articulating their knowledge with other parents’ knowledge, and bringing additional communicative resources to encounters. The paper illuminates approaches to advocacy work and traces the tensions and shifts from adversarial/participatory constructions of advocacy work toward more professionalizing/meditational constructions as the articulations of local institutional arrangements and national disability law and politics evolve.     

Young deafblind adults in action: becoming self-determined change agents through advocacy

Six young deafblind adults took a 1-week course on civic engagement and advocacy, which provided the focus for a participatory action research study with a collective case study design. They selected advocacy topics, were briefed on these policy issues, and were paired with experienced mentors for meetings with legislators in Washington, DC. Eight themes were identified from constant comparative and in vivo analysis of classroom discussion notes, interviews, and journals: (a) defining advocacy and advocate, (b) rights and equality, (c) expectations, (d) role of education in change, (e) deafblind expertise, (f) characteristics of effective change agents, (g) advocacy is teamwork, (h) future advocacy. In the classroom, the participants learned about policy issues, communication considerations, and leadership, then applied this knowledge in the legislative arena. Through the advocacy process, they learned to apply their personal strengths as advocates and experienced the importance of teamwork in advocacy.     

Persistence in the Face of Ecological Challenges: A Phenomenological Study of Parents of Children With Disabilities in Turkey

International Journal for the Advancement of Counselling - In this qualitative study, we aimed to reveal the psychological experiences of parents of children with disabilities in Turkey. A focus...     

BEGINNING PREKINDERGARTEN AND KINDERGARTEN TEACHERS’ BELIEFS AND PRACTICES: SUPPORTS AND BARRIERS TO DEVELOPMENTALLY APPROPRIATE PRACTICES

This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.     

A Qualitative Study of Juvenile Offenders,Student Engagement,and Interpersonal Relationships: Implications for Research Directions and Preventionist Approaches

Background factors that correlate with juvenile delinquency are consistent across the interdisciplinary literature base. Yet, information about the process of how risks relate to outcomes, especially within school settings, is limited. Researchers used qualitative methods to examine school and interpersonal experiences from the perspective of juvenile offenders and their families. Sixteen families were recruited from juvenile probation facilities in 2 different geographic regions. Consensual Qualitative Research methods yielded consistent themes, including the central role of advocacy to obtain appropriate school services, the importance of flexibility in discipline policies, classroom experiences that shaped outcomes, and the importance of nonjudgmental social support for the adolescents and their parents. The findings and recommendations for school consultants are presented from a preventionist standpoint, and self-determination theory is discussed in relation to future juvenile delinquency research.