Leveraging Teachable Moments: Empowering Parents of Children with Disabilities through Teacher Education
Main Article Content
Keywords
Teacher Education, Special Education, Parental Rights
Abstract
Minority parents of children with disabilities are often marginalized in special education. With this injustice in mind, this paper reports on research on the potential of special education teacher candidates to participate in the empowerment of these parents as advocates for their children’s rights.
References
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Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing. Linguistics and Education, 20, 291–310
Ashby C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research & Practice for Persons with Severe Disabilities, 37(2). 89-99
Baglieri, S. (2008). 'I connected': Reflection and biography in teacher learning toward inclusion. International Journal of Inclusive Education, 12(5-6), 585-604
Baglieri, S., Valle, J. W., Connor D. J., & Gallagher D. J. (2011). Disability studies in education: The need for a plurality of perspectives on disability. Remedial and Special Education, 32(4) 267–278
Barton, E. (2007). Disability narratives of the law: Narratives and counter-narratives. Narrative, 15(1), 95-112.
Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines
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Connor, D. J., Valle, J. W., & Hale, C. (2012). Forum guest editors' introduction: Using and infusing disability studies in education: Where and how? Review of Disability Studies: An International Journal, 8(3), 5-13.
Doucet, F. (2011). Parent involvement as ritualized practice. Anthropology & Education Quarterly, 42(4), 404–421.
Frigerio, A., Montali, L., & Fine, M. (2013). Attention deficit/hyperactivity disorder blame game: A study on the positioning of professionals, teachers and parents. Health, 17(6) 584–604
Hale, C. (2013). Educating teachers to fulfill the promise of special education law. PowerPlay, a Journal of Educational Justice, 5(1), 431-462.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080
Hargreaves, A. (2004). Distinction and disgust: the emotional politics of school failure. International Journal Leadership in Education, 7(1), 27–41
Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31
Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3). 372-388.
Horvat, E. M., Weininger, E. B., & Lareau, A. (2003). From social ties to social capital: Class differences in the relations between schools and parent networks. American Educational Research Journal, 40(2), 319-351
Hyman, E., Rivkin, D. H., & Rosenbaum, S. A. (2011). How IDEA fails families without means: Causes and corrections from the frontlines of special education. Journal of Gender, Social Policy & the Law, 20(1), 106-162.
Jones, M. M. (2011). Awakening teachers strategies for deconstructing disability and constructing ability. Journal of Ethnographic & Qualitative Research, 5, 218-229.
Kalyanpur, M. & Harry, B. (2004) Impact of the social construction of LD on culturally diverse families: A response to Reid and Valle. Journal of Learning Disabilities, 37(6) 530-533.
Kalyanpur, M. & Harry, B. (2012). Professionals' perspectives on parenting styles. In M. Kalyanpur & B. Harry. Cultural reciprocity in special education: Building family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing Co.
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.
Leiter, V. & Krauss, M. W. (2004). Claims, barriers, and satisfaction : Parents' requests for additional special education services. Journal of Disability Policy Studies, 15, 135-146
McVee, M. B. (2011). Positioning theory and sociocultural perspectives: Affordances for educational researchers. In C. H. Brock, J. A. Glazier, M. B. McVee (eds.). Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Cresskill, NJ: Hampton Press 1-21.
Morgan, A. (2005). Governmentality versus choice in contemporary special education. Critical Social Policy, 25(3), 325-348.
Nishimura, T. S. (2011). Untangling Family and School Relationships through a Disability Studies Perspective. Ableism is Personal, 104(4), 26-29.
Ong-Dean, C. (2009). Distinguishing disability: Parents, privilege, and special education. Chicago, IL: University of Chicago Press
Oyler, O. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34, 201-218.
Peters, S. & Reid, K. D. (2009). Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programs. Teaching and Teacher Education, 25(4), 551-558.
Rice, N. (2006). Promoting ‘epistemic fissures’: Disability studies in teacher education. Teaching Education, 17(3), 251-264.
Skrtic, T. M. & Kent, J. R. (2013). Rights, needs, and capabilities: Institutional and political barriers to justice for disabled people. In Righting educational wrongs: Disability studies in law and education. Eds. Kanter, A. S. & Ferri, B. A. Syracuse, New York: Syracuse University Press. 58-101
Spann, S. J., Kohler F. W., & Soenksen, D. (2003). Examining parents' involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18(4), 228-237.
Trainor, A. A. (2010). Reexamining the promise of parent participation in special education: An analysis of cultural and social capital. Anthropology & Education Quarterly, 41(3), 245–263.
Valle, J. W. (2011). Down the rabbit hole: A commentary about research on parents and special education. Learning Disability Quarterly, 34(3) 183-190.
Valle, J. W., & Aponte, E. (2002). IDEA and collaboration: A Bakhtinian perspective on parenting and professional discourse. Journal of Learning Disabilities, 35, 471-481.
Wagner, M., Newman, L., Cameto, R., Javitz H., & Valdes K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140-155.
Wakelin, M. M. (2008) Challenging disparities in special education: Moving parents from disempowered team members to ardent advocates. Northwestern Journal of Law & Social Policy, 3(2), 262-288.
Ware, L. P. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17(3), 143-172.
Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing. Linguistics and Education, 20, 291–310
Ashby C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research & Practice for Persons with Severe Disabilities, 37(2). 89-99
Baglieri, S. (2008). 'I connected': Reflection and biography in teacher learning toward inclusion. International Journal of Inclusive Education, 12(5-6), 585-604
Baglieri, S., Valle, J. W., Connor D. J., & Gallagher D. J. (2011). Disability studies in education: The need for a plurality of perspectives on disability. Remedial and Special Education, 32(4) 267–278
Barton, E. (2007). Disability narratives of the law: Narratives and counter-narratives. Narrative, 15(1), 95-112.
Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines
for collaboration. Exceptional Children, 70(2). 167-184.
Connor, D. J., Valle, J. W., & Hale, C. (2012). Forum guest editors' introduction: Using and infusing disability studies in education: Where and how? Review of Disability Studies: An International Journal, 8(3), 5-13.
Doucet, F. (2011). Parent involvement as ritualized practice. Anthropology & Education Quarterly, 42(4), 404–421.
Frigerio, A., Montali, L., & Fine, M. (2013). Attention deficit/hyperactivity disorder blame game: A study on the positioning of professionals, teachers and parents. Health, 17(6) 584–604
Hale, C. (2013). Educating teachers to fulfill the promise of special education law. PowerPlay, a Journal of Educational Justice, 5(1), 431-462.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080
Hargreaves, A. (2004). Distinction and disgust: the emotional politics of school failure. International Journal Leadership in Education, 7(1), 27–41
Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31
Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3). 372-388.
Horvat, E. M., Weininger, E. B., & Lareau, A. (2003). From social ties to social capital: Class differences in the relations between schools and parent networks. American Educational Research Journal, 40(2), 319-351
Hyman, E., Rivkin, D. H., & Rosenbaum, S. A. (2011). How IDEA fails families without means: Causes and corrections from the frontlines of special education. Journal of Gender, Social Policy & the Law, 20(1), 106-162.
Jones, M. M. (2011). Awakening teachers strategies for deconstructing disability and constructing ability. Journal of Ethnographic & Qualitative Research, 5, 218-229.
Kalyanpur, M. & Harry, B. (2004) Impact of the social construction of LD on culturally diverse families: A response to Reid and Valle. Journal of Learning Disabilities, 37(6) 530-533.
Kalyanpur, M. & Harry, B. (2012). Professionals' perspectives on parenting styles. In M. Kalyanpur & B. Harry. Cultural reciprocity in special education: Building family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing Co.
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.
Leiter, V. & Krauss, M. W. (2004). Claims, barriers, and satisfaction : Parents' requests for additional special education services. Journal of Disability Policy Studies, 15, 135-146
McVee, M. B. (2011). Positioning theory and sociocultural perspectives: Affordances for educational researchers. In C. H. Brock, J. A. Glazier, M. B. McVee (eds.). Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Cresskill, NJ: Hampton Press 1-21.
Morgan, A. (2005). Governmentality versus choice in contemporary special education. Critical Social Policy, 25(3), 325-348.
Nishimura, T. S. (2011). Untangling Family and School Relationships through a Disability Studies Perspective. Ableism is Personal, 104(4), 26-29.
Ong-Dean, C. (2009). Distinguishing disability: Parents, privilege, and special education. Chicago, IL: University of Chicago Press
Oyler, O. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34, 201-218.
Peters, S. & Reid, K. D. (2009). Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programs. Teaching and Teacher Education, 25(4), 551-558.
Rice, N. (2006). Promoting ‘epistemic fissures’: Disability studies in teacher education. Teaching Education, 17(3), 251-264.
Skrtic, T. M. & Kent, J. R. (2013). Rights, needs, and capabilities: Institutional and political barriers to justice for disabled people. In Righting educational wrongs: Disability studies in law and education. Eds. Kanter, A. S. & Ferri, B. A. Syracuse, New York: Syracuse University Press. 58-101
Spann, S. J., Kohler F. W., & Soenksen, D. (2003). Examining parents' involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18(4), 228-237.
Trainor, A. A. (2010). Reexamining the promise of parent participation in special education: An analysis of cultural and social capital. Anthropology & Education Quarterly, 41(3), 245–263.
Valle, J. W. (2011). Down the rabbit hole: A commentary about research on parents and special education. Learning Disability Quarterly, 34(3) 183-190.
Valle, J. W., & Aponte, E. (2002). IDEA and collaboration: A Bakhtinian perspective on parenting and professional discourse. Journal of Learning Disabilities, 35, 471-481.
Wagner, M., Newman, L., Cameto, R., Javitz H., & Valdes K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140-155.
Wakelin, M. M. (2008) Challenging disparities in special education: Moving parents from disempowered team members to ardent advocates. Northwestern Journal of Law & Social Policy, 3(2), 262-288.
Ware, L. P. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17(3), 143-172.
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Published
Apr 13, 2016
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Author Biography
Chris Hale
Chris Hale, PhD is an assistant professor of special education at the College of Staten Island. He is a critical special educator and his research interests include teacher education and the experiences of individuals dealing with urban special education systems.