Understanding parent advocacy during the transition to school of children with developmental disabilities: three Canadian cases |
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| Authors: | Nancy L Hutchinson Michelle Villeneuve Jennifer Dods CJ Dalton Patricia Minnes |
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| Institution: | 1. Faculty of Education, Queen’s University, Kingston, Canada;2. Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia;3. Department of Psychology, Queen’s University, Kingston, Canada |
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| Abstract: | Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test’s conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents’ experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent’s perceptions of the child’s needs and is context specific. In these cases, advocacy during transition reflects the parent’s priorities for the child’s inclusion. |
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| Keywords: | parent advocacy transition developmental disabilities kindergarten inclusion self-advocacy |
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