Ally Versus Adversary Behaviors

The Utility of a Special Education Advocate During Conflict Between Parents and Professionals

Datos Bibliográficos

ID12364713
AutoresTracy Gershwin (0000-0001-6725-2497, University of Northern Colorado, Greeley, USA, autor de correspondencia), Anna Moriarity Vick (University of Northern Colorado, Greeley, USA)
Año2019
Volumen29
Número4
Páginas195-205
Fecha de publicación2019-02-09
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Disability Policy Studies (JOURNAL)
Identificadores de la revistaISSN: 1044-2073 • E-ISSN: 1538-4802
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/1044207319825497
OpenAlexW2911307595
IdiomaEN
Citas recibidas3
Referencias citadas24

Navigating the special education system can leave many parents confused, overwhelmed, and struggling to find information, particularly when in conflict with professionals. One source of solace for such families is the support of an advocate. This article presents a qualitative interview study with 43 special education stakeholders (parents, professionals, and advocates) about the utility of an advocate during conflict. Findings indicated two distinct advocate behaviors, the ally and the adversary, were either helpful or unhelpful during issues of conflict between parents and professionals. Furthermore, participants discussed variability in the amount of advocate expertise and training. We conclude with recommendations for policy, practice, and future research

Adversary · Political science · Public relations · Qualitative research · Sociology · Disability Education and Employment · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology

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