Title: Until somebody hears me: parent voice and advocacy in special educational decision making
Abstract: British Journal of Special EducationVolume 33, Issue 3 p. 148-157 Until somebody hears me: parent voice and advocacy in special educational decision making Robyn S. Hess, Robyn S. HessSearch for more papers by this authorAmy M. Molina, Amy M. MolinaSearch for more papers by this authorElizabeth B. Kozleski, Elizabeth B. KozleskiSearch for more papers by this author Robyn S. Hess, Robyn S. HessSearch for more papers by this authorAmy M. Molina, Amy M. MolinaSearch for more papers by this authorElizabeth B. Kozleski, Elizabeth B. KozleskiSearch for more papers by this author First published: 24 August 2006 https://doi.org/10.1111/j.1467-8578.2006.00430.xCitations: 72 Robyn S. Hess, Ph.D Division of Professional Psychology C. B. 131, McKee Hall 293 University of Northern Colorado Greeley, CO 80639 Email: [email protected] AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract When a family finds out their child has a disability, they enter the world of special education which has its own terminology, rules, settings and personnel. In addition to grappling with the meaning of their child's special needs, families are also thrown into the role of principle advocate for their child. The research study reported here presents the findings from focus groups conducted in the United States of America with 27 diverse families on their efforts to obtain the best educational outcomes for their children. In this article, Robyn Hess, Amy Molina and Elizabeth Kozleski bring their collective past experiences, as a school psychologist, bilingual counsellor and special education teacher respectively, to bear on this topic and frame the issue from a systemic perspective. They argue that engaging in conversation with families around their needs, as well as assisting them in their efforts to advocate for their child, is the first step in creating more equal partnerships between parents of children with special needs and educational professionals. Citing Literature Volume33, Issue3September 2006Pages 148-157 RelatedInformation