Ally Versus Adversary Behaviors

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

Bibliographic Data

ID12364713
AuthorsTracy Gershwin (0000-0001-6725-2497, University of Northern Colorado, Greeley, USA, corresponding author), Anna Moriarity Vick (University of Northern Colorado, Greeley, USA)
Year2019
Volume29
Issue4
Pages195-205
Publication date2019-02-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Disability Policy Studies (JOURNAL)
Journal identifiersISSN: 1044-2073 • E-ISSN: 1538-4802
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1044207319825497
OpenAlexW2911307595
LanguageEN
Citations received3
References cited24

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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