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Evaluating the role of family involvement and the impact of parental advocacy on success of elementary school students with disabilities

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dc.contributor.author Jackson, Tanna C
dc.date.accessioned 2018-09-19T00:50:15Z
dc.date.available 2018-09-19T00:50:15Z
dc.identifier.uri http://hdl.handle.net/20.500.12090/278
dc.description.abstract This case study analyzes the impact that parental advocacy has on the academic success of students with a disability attending an urban elementary school and the factors that enable or inhibit parental advocacy. The Individual with Disabilities Education Act (2004) (IDEA) established the legal guidelines for the protection of students with disabilities, including outlining the legal rights of the parent. The examination of parental involvement as it relates to resources, advocacy, knowledge, and experience will frame this case study. The researcher conducted a complete and detailed analysis to display the impact parental involvement has on students with a disability within the urban elementary settings (K-6). The case study identified teachers’ and school leaders’ perspective of parental involvement within the urban community, parental aspect of advocacy and support from the school system, and parental knowledge of special education. The researcher examined both school and parental perception and the impact their views and beliefs have on the academic success of students with special need in elementary school. This case study analysis will explore the various components that relate to parental advocacy for children with a disability. For many parents advocating for their children is never the question, the difficulty faced by parents is how do they advocate for their child successfully without feeling overwhelmed, defeated, unsupported and frustrated while enduring the process. Parents are formally introduced to the world of special education once their child has been clinically diagnosed with a disability (IDEA, 2004). IDEA mandates the inclusion of parents in their children’s special education process; specifically, that the parents be an equal participant in developing the programming for their child’s special education services. Various supports and structures have been created to promote healthy parental engagement between home and school. However, despite these supports, a disconnect remains. Federal initiatives, such as Goal 2000: IDEA and the No Child Left behind Act of 2001(2001) promote parental engagement. However, these mandates have not resulted in a true partnership between home and school. For example, IDEA mandates require the participation of parents in the special education decision-making process; however, parents feel their input is not well received by the school-based team (Munn-Joseph& Gavin-Evans, 2008). The IDEA has aided in promoting increased parental involvement to ensure that parents have a voice in their child’s education. However, as described, such mandates fall short in ensuring successful parental advocacy. Parental knowledge, apathy, and school and parental engagement are components that result in successful parental advocacy as examined in this study. Within the urban elementary school setting, a positive collaboration between parents and the school results in the increased academic success of students with a disability.
dc.title Evaluating the role of family involvement and the impact of parental advocacy on success of elementary school students with disabilities
dc.date.updated 2018-05-29T19:14:59Z
dc.language.rfc3066 en


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