Document Type
Article
Publication Date
12-1-2012
Journal / Book Title
Education and Training in Autism and Developmental Disabilities
Abstract
This qualitative study situates parents' perceptions of their participation and role in special education planning in multiple contexts. Semi-structured interviews were conducted with 33 diverse parents of children with disabilities. The findings reveal the existence of special education discourses and practices that are entrenched in a deficit-based model and in implicit educational ideologies that sanction segregated education for many children with disabilities. Parents' perception of themselves as advocates was a key theme. Decisions about the placement of children with disabilities in inclusive classrooms appeared to be parent-driven. The findings shed light on the socioeconomic contexts in which family-professional partnerships and educational decision-making for children with disabilities are embedded.
MSU Digital Commons Citation
Lalvani, Priya, "Parents' Participation in Special Education in the Context of Implicit Educational Ideologies and Socioeconomic Status" (2012). Department of Teaching and Learning Scholarship and Creative Works. 98.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/98
Published Citation
Lalvani, P. (2012). Parents' participation in special education in the context of implicit educational ideologies and socioeconomic status. Education and Training in Autism and Developmental Disabilities, 474-486.